SO 3 ?•'# 



Lessons in Language 



AN INTRODUCTION 



STUDY OF ENGLISH GRAMMAR 



HIEAM HADLEY. 



-I 



CHICAGO:. 
HADLEY BROTHERS. 

1871. 



TEiiii 

|?7l 



Entered according to Act of Congress, in the year 1871, 

By HADLEY BROTHERS, 

In the Office of the Librarian of Congress, at Washington. 



PREFACE. 



Most children twelve years of age should be able to speak 
and write the English language with considerable readiness 
and accuracy, to avoid the common vulgarisms, and to 
detect the most frequent errors of speech, arrangement, and 
notation. 

The ordinary methods of teaching English grammar do 
little to establish a correct use of language. 

The text-books in common use appeal chiefly to the 
memory. They are placed in the hands of young pupils 
who memorize them, and, perhaps, recite satisfactory lessons, 
but the real result is the acquirement of many terms and defini- 
tions, which convey but little meaning, and give but little 
mental growth. The practical use of language is not 
acquired thereby. 

The injury inflicted upon the pupil is a double one. 
First, after much toil he fails to reap any substantial 
benefit. Second, he acquires wrong habits of study, which 
usually hinder thought, and give a great distaste for the 
subject. For the duties of life he is but little better fitted 
than though he had not " finished " English grammar. 

A practical knowledge of the language is to be acquired 
through an intelligent observation and use of it, rather than 
through a study of the science. This observation and use 



IV 



PREFACE. 



should be stimulated in all children at an early age. They 
acquire their use of language, whether elegant or inelegant, 
by imitation. Hence, all incorrect expressions should be 
corrected, and the child thoroughly trained in the use of 
correct ones. 

In the use of written language, the first step is to 
exercise the pupil's perception in making an intelligent 
examination of a correct model. The second step is to 
exercise him in imitating that model until a reasonable 
degree of accuracy and skill has been secured. The third 
step is to exercise him in constructing correct sentences 
by using the knowledge he has acquired by observation 
and imitation. This plan should be steadily persevered in. 
The language lesson should be a daily one. It need not be 
long, but it should be thorough. 

This little volume is intended as an exponent of these 
ideas, and is an " Introduction to the Study of English 
Grammar." Adaptation to the capacities of children, rather 
than scientific accuracy, has been the aim. I believe that a 
patient use of it will secure two very desirable ends : First, a 
reasonable readiness and accuracy in the use of language, and a 
properly stimulated perception ; Second, an excellent prepara- 
tion for the successful and rapid acquirement of the science 
of language as treated in ordinary text-books on the subject. 

I invite teachers to give the book a trial, and note the 

results. 

H. H. 
Chicago, May 1, 1871. 



CONTENTS. 



Lesson. Page. 

I. Period and Sentence 8 

II. Interrogation Point 9 

III. Capitals 9 

V. Comma 11 

VI. Comma and I and 12 

VII. Capitals in Poetry 13 

IX. Quotation Marks 15 

X. The Colon 16 

XI. Divided Quotation... 17 

XIII. Capitals — Personified Objects 19 

XIV. The Hyphen 19 

XVII. Comma — Continued 22 

XVIII. Capitals — Titles of Books 23 

XIX. Abbreviations — Titles of Persons 23 

XXI. Apostrophe to denote Omission 25 

XXII. Apostrophe to denote Possession 25 

XXIV. Exclamation Point 27 

XXVII. Sentences containing certain Words 30 

XXXIII. Objects — The Apple 34 

XXXIV. Objects — Water 36 

XXXV. Objects — Bread 37 

XXXVI. Objects — A Paper Box 39 

XXXVII. Objects — Writing Paper 40 

XXXVIII. Objects — A Pig 41 

XXXIX. Objects — A Match 42 

XL. Objects — Glass 43 

XLI. Objects — A Chair 44 

XLII. Objects — The Hand 45 

XLIII. Compounding Sentences 47 

L. Lesson on Picture — Dog, Rat, and Cat ,. 53 

LI. Lesson on Picture — Boy, Dog, and Cow 56 

LII. Lesson on Picture — Cat and Bird 57 

LIII. Lesson on Picture — Boy and Dogs 59 

Topical Review of Use of Punctuation Marks 60 

LIV. Lesson on Picture — Boy and Bird's Nest 61 

LV. Lesson on Picture — Boy in Water 62 

LVI. Lesson on Picture — Winter Scene 64 

Topical Review of Use of Capitals 65 

LVII. Lesson on Picture — Rat in Cage 66 

LVIII. Lesson on Picture — Boys and Frog 68 

LIX. Lesson on Picture — Boys and Frog ,. 70 



VI 

Lesson. 

LX. 

LXI. 

LXII. 

LXIII. 

LXIV. 

LXV. 

LXVI. 

LXVII. 

LXVIII. 

LXIX. 

LXX. 

LXXI. 

LXXII. 

LXXIII. 

LXXIV. 

LXXV. 

LXXVI. 

LXXVII. 

LXXXII. 

LXXXVI. 

LXXXVIII. 

XC. 

XCIV. 



XCVIII. 
CII. 

cm. 

civ. 

cv. 

CVI. 

CVIII. 

ex. 

CXI. 

CXII. 

CXIV. 

cxv. 

CXVI. 

CXVII. 

CXIX. 

CXXIV. 

exxv. 

CXXVII. 
CXXVIII. 

CXXXII. 
CXXXIII. 



CONTENTS. 



Page. 
-The Condor 71 

- Siberian Children 72 

-A Canal 73 

-Savage Life 

-Gathering Sugar Can3 

■The Ostrich 



94 

75 
76 

77 



Lesson on Picture - 
Lesson on Picture - 
Lesson on Picture - 
Lesson on Picture - 
Lesson on Picture • 
Lesson on Picture - 
Lesson on Picture — The Lion 

Lesson on Picture — Goose and Blind Woman 78 

Lesson on Licture — Team of Snakes 79 

Lesson on Picture — Trained Fleas 79 

Lesson on Picture — Elephant as Defender 80 

Lesson on Picture — Railroad Scene 81 

Lesson on Picture — Yosemite 82 

Lesson on Picture — River and Bay 83 

Lesson on Picture — Elephant as Nurse 84 

The Bee and Child 85 

The Monkey and Cat..... 86 

The Boy and Dog 87 

Changing Poetry to Prose — Mary's Lamb.. 91 | 

Changing Poetry to Prose — The Wasp and Bee... 94 
Changing Poety to Prose — Deeds of Kindness.... 95 

Parenthesis and Dash ...,. ,.„ 97 

Letter Writing , , 100 

Model Letter 101 

Model Superscription 102 

Business Letter , 106 

Note of Invitation 108 

Note of Acceptance 109 

A Promissory Note 110 

A Receipt .....; Ill 

Advertisement , 112 

Rain 114 

Clocks 116 

Shoes 117 

Balls 117 

A Ride to the Country 119 

A Ride in a Street Car 121 

A Journey to Boston 122 

A Journey to Russian America 122 

A River 123 

Game of Twenty Questions 125 

Proverbs 127 

Impromptu Exercises 128 

Grouping Words into Classes 131 

Definitions of Parts of Speech 136 

Subject and Predicate , 137 



LESSONS IN LANGUAGE. 



To the Teacher. — The object of these first lessons is to 
make the pupil quite familiar with the expressed form of a 
sentence. He should be trained to observe and to use the 
capital letter at the commencement of the sentence, the full 
pause at the end, and the other marks in their proper places. 

As it is the design of this little volume to teach the use 
of language, and introduce the pupil to the science of it, 
some things must, necessarily, be done mechanically, at first, 
but patient practice will soon make the pupil familiar with 
the marks here introduced. 

DIRECTIONS FOR USING THE LESSONS. 

1. Have the pupil copy the model exercises on his slate. 

2. Examine them carefully yourself, noting the writing, 
the capitals, spelling, division of syllables at the end of the 
line, etc. 

3. After all corrections have been made, have the pupil 
carefully copy the corrected exercise in a book, kept for that 
purpose. 

4. Insist that this book be kept neat and free from blots 
or defacing marks of any kind. Too much attention cannot 
be given to this point. 



8 Lessons in language. 

LESSON I. 

PERIOD AND SENTENCE. 

First elicit the pupil's observation by directing his atten- 
tion to the capitals and periods. Then cause the sentence to 
be copied on the slate After due corrections have been 
made, the corrected sentences must be copied in the blank 
book. 

MODEL SENTENCES FOR CAREFUL EXAMINATION. 

1. A little girl sat near a tree. 

2. A bird flew to the branch above her. 

3. He began to sing a merry song. 

QUESTIONS. 

1. How many lines are there ? 

2. What kind of a letter do you see at the beginning of each line ? 

3. What do you observe at the close ? 

4. How many thoughts are expressed in these lines ? 
6. Mention each thought. 

6. What, then, does each line express ? 

Because each line is a group of words used to express a 
thought, we call it a sentence. 

7. What is a sentence ? 

A sentence is a group of words used to express a 
thought. 

Every sentence begins with a capital, and generally closes 
with a period. 
j Write a sentence about a boy, — a dog, — a cat. 



LESSONS IN LANGUAGE. 9 

LESSON II. 

THE INTERROGATION POINT. 

Model Sentences for Examination. 

1. Did the little girl sit near a tree ? 

2. Did the bird fly to the branch above her ? 

3. Did the bird begin to sing a merry song ? 

Let us observe the difference between these sentences and 
those at the commencement of the last lesson. 

1. Do they express their meaning in the same way? What dif- 
ference do you notice ? 

2. Is the closing mark the same as the one used in the last 
lesson ? Make this one on your slate. 

3. Why, do you think, there is a different mark at the close? 

4. Do you know what this mark is called ? 

It is called an interrogation point. 

5. From what you observe, when do you think an interrogation 
point should be used ? 

6. Write three sentences which close with an interrogation point. 

7. How should every sentence begin and generally end ? 



LESSON III. 

CAPITALS. 

Models for Study. 

1. This little girl is named Mary. 

2. She has a holiday because it is Saturday. 

3. She has gone to the woods to enjoy it. 



10 LESSONS IN LANGUAGE. 

QUESTIONS 

1 With what kind of a letter does girl begin? 

2. With what kind of a letter does Mary begin ? 

Girl begins with a small letter , because it is not the name 
of a particular person ; and Mary begins with a capital letter 
because it is the name of the particular girl, about whom we 
are talking. 

Because girl is not the name of a particular person, it 
is called a common name; and because the word Mary 
denotes some particular girl, it is called a proper name. 

3. Write your own name, commencing it with a small letter. 
How do you like the appearance ? 

4. With what kind of a letter does the word Saturday begin ? 
Why? 

5. With what kind of letters should the names of the days of the 
week, and months of the year begin ? Why ? 

6. From what you have observed, give two uses of capital 
letters ? 

7. Write three sentences each containing a proper name. Do 
they contain any common names also ? 



LESSON IV. 

REVIEW. 

Correct the following sentences orally, and then write 
them in their corrected form upon the slates. Afterwards 
copy them in your blank-book. 

1. July is the seventh month in the year? 

2. Mount ararat is in asia. 

3. england and france are in europe ? 

4. how old is jane. 

5. is the Music good. 



LESSONS IN LANGUAGE. 11 

QUESTIONS. 

1. How should a sentence begin, and what should generally be 
used at the close ? 

2. How should a question begin, and what mark should be used 
at the close ? 

3. How should proper names begin ? 

4. Write the names of the days of the week. 

5. Are the following sentences correct ? 

I seen a man. We sold the hoss. 

6. Mention two other incorrect sentences which you have heard 
used. 



LESSON V. 

COMMA. 

Model Sentences. 

1. Mary loves the trees, fields, flowers, and birds. 

2. She said : " Why are you so happy, Birdie ? 

3. Tell me that I may be happy, too." 

Write these, with all the marks, on your slates. 

QUESTIONS. 

1. You notice a mark after trees, fields, and flowers. Make one 
on your slates like it. 

2. Do you know what such a mark is called ? 

It is called a comma. Now, listen, while I tell you 
when to use it. 

When you have three or more words used in the same way, 
you must separate them by a comma. And notice that 
between the last two there is not only the comma, but also the 
word AND. 



12 LESSONS IN LANGUAGE. 

3. Correct the ollowing sentences, and give the reasons for your 
corrections. 

John expects to read write and cipher. 

had I wings like a bird ! 

4. Give two uses of capital letters. 

5. Do you think the following sentences are correct ? 

1 haint got no slate pencil. 

Henry come to school with me this morning. 



LESSON VI. 

COMMA, AND CAPITALS I AND 0. 
Models. — Examine them closely. 
1. Little Mary, God made me that I might be happy and 
he gave me a voice that I might sing to those who are 
unhappy. 

QUESTIONS. ; 

1. After Mary, in the first line, you find a mark exactly like the 
one you saw in the last lesson. Tell me its name. 

2. Does it separate three or more words, used in the same way, 
as in the last lesson ? 

Because Little Mary is spoken to, or addressed, we place a 
comma after her name. 

A comma is used after the name of a person addressed. 

3. You find the letter I standing alone. Is it a capital or a 
small letter ? 

/ and 0, when standing alone, should always he capitals. 

4. Write two sentences containing the name of a person ad- 
dressed; two sentences containing I and standing alone. 

5. With what kind of a letter should a sentence begin, and what 
mark should be used at its close ? 



LESSONS IN LANGUAGE. 13 



6. What mark follows a question ? 

7. Correct the following : 

1. Jane i want to see you 

2. I love apples peaches and pears, 

3. Mary come to school this morning. 



LESSON VII. 

CAPITALS IN POETRY. 
Model for Study. 

A noisy, merry bird am I, 

With not a care or fear ; 
Fm nappy all day long, and sing 

For those about me here. 

QUESTIONS. 

1. How many capital letters have been used ? 

2. Where? 

3. Does every line begin at the same distance from the edge of 
the paper ? 

4. Which lines begin nearest the edge ? 

5. Which lines begin farthest from the edge ? 

6. What do you notice about the words at the end of the second 
and fourth lines ? 

They close with the same sound. 

When lines close with words ending in the same sound, ive 
say such lines rhyme, and call the composition poetry . When 
they do not end thus, ive call it prose* 

* To the Teacber. — This definition of poetry is not to be taken as an exact one. 



14 LESSONS IN LANGUAGE. 

7. With what kind of a letter does each line of poetry commence ? 
Every line of poetry should begin with a capital 

8. Give all the uses that you have learned of capital letters. 

9. Write the following correctly upon your slates : 

mary had a little lamb, 
its fleece was white as snow ; 
and everywhere that mary went, 
the lamb was sure to go. 

After it has been corrected, copy it in your blank-book. Take 
great pains, that your work be done very nicely. 



LESSON VIII 

REVIEW. 

1. How should every sentence begin ? 

2. What marks may be found at the close ? 

3. He bought a large, new, and fashionable house 

What three words describe house ? 

4. Are they all used, then, in the same way ? 

5. What should separate them ? 

6. How many words are used in the same way ? 

7. What do you see between the last two, besides the comma? 

If but two words are used in the same way, and the word 
and is placed between them, no comma is used. 

8. When I and stand alone, what kind of letters should they 
be? 

9. Write the following sentences correctly on your slates : 

1. Where is John. 

2. John is here ? 

3. The girl is intelligent, and amiable. 



LESSONS IN LANGUAGE. 15 

4. We started on a calm pleasant moonlight night. 

5. We were crowded in the cabin ; 
not a soul would dare to sleep : 
it was midnight on the waters, 
and a storm was on the deep 

Finally, copy them into your blank-book with great care. 
Remember, " Not how much but how well. 



LESSON IX. 

QUOTATION MARKS. 

Model for Study. 

Mary said : " But, Birdie, God made me, too, and gave me 
a voice that I might sing and talk with all about me, and yet 
I am not happy all the time as you are." 

QUESTIONS. 

1. What marks do you observe at the end of the sentence ? 

2. Are the commas placed on the line ? 

3. Tell me what you see before the word but. 

4. Are these commas in the same position as those at the close ? 

No, they are turned upside down. 

5. Are they placed on the line ? 

6. Who said all the w T ords in the text ? 

Because the words are repeated exactly as Mary said them, 
we say they are quoted, and we ccdl the whole paragraph a 
direct quotation. The marks at the beginning and end, ice 
call quotation marks. 



16 LESSONS IN LANGUAGE, 

7. What is a direct quotation ? 

A direct quotation is a repetition of the exact words of 
another. 

8. Inclose each of the following lines with quotation marks : 

1. Thou shalt love the Lord thy God with all thy heart. 

2. Love thy neighbor as thyself. 

9. Do you think the following sentence is correct ? 

She and me are of the same age. 



LESSON X. 

THE COLON. 

Model. 

Birdie said : " Little girl, why are you not happy ? You 
have kind friends, a pretty home, the green fields to roam 
in, and the sweet flowers with their bright colors to look at. 
Truly, you should be happy." 

QUESTIONS. 

1. What do you find between said and little? 

2. Are they two periods ? 

Such a mark is called a colon, and is placed before a 
direct quotation, when we are told in the text who uttered 
the words quoted. 

3. What marks should be used with a direct quotation ? 

A colon should be placed before a direct quotation, 



LESSONS IN LANGUAGE. 17 

and there should be quotation marks at the beginning and 
end of the quotation. 

4. With what kind of a letter does a direct quotation begin ? 

Every direct quotation should begin with a capital 

letter. 

5. Write the following sentences correctly : 

The girl said it is a pleasant day. 

Mother said, Annie, you must go to school. 

Let the teacher dictate the text found at the head of this lesson 
to the class, and the pupils write it on their slates correctly. 



LESSON XL 

DIVIDED QUOTATION. 

" Yes, Birdie," said Mary, " I know it is wrong for me to 
have such thoughts, but sometimes, when I do not want to 
do what my mother or teacher would have me do, I feel 
cross, and think I can never sing or be pleasant again." 

1. Look carefully and see if the quotation is all written together. 

2. What would you say of an apple, if I should cut it and put 
part in one place and part in another ? 

Ans. We should say it was divided. 

3. What kind of a quotation shall we call this, then? 

4. Notice carefully the marks. Do you see a colon ? 

5. Do you find quotation marks ? 

6. Where are they ? 

7. What words are thrown between to divide the quotation ? 

2 



18 LESSONS IN LANGUAGE. 

8. What marks between the quotation and the dividing words ? 

9. How should a divided quotation be written ? 

There should be quotation marks before and after each 
part of the quotation; and a comma should be placed 
between each part of the quotation and the dividing words. 

10. Write the following correctly: 

1. I know said the boy that I am wrong. 

2. Be good said a wise man and you will be happy. 



LESSON XII. 

REVIEW. 

1. John, come here. Give two reasons why John should com- 
mence with a capital letter. 

2. Why should there be a comma after John ? 

3. It is nOt true that i am going. 

4. Is the above sentence correct? 

5. When should I and be capitals ? 

6. When do words rhyme? 

7. What is a direct quotation? 

8. What marks should be used with a direct quotation ? 

9. How should a divided quotation be written ? 

10. Write the following correctly : 

A wise man says know thyself, 

There is said he no other hope 

No, indeed, said the man I have found how useful you are, 

so I shall keep you for my own. 

11. Do you like the following sentences? 

Who broke this slate. Me. 
Bring me them apples. 

To the Teacher. — The author wishes it to be kept constantly in mind, that his 
object being to adapt these lessons to the capacity and needs of children, he does 
not aim to make all his definitions and rules so accurate as to be beyond criticism, j 



LESSONS IN LANGUAGE. 19 

LESSON XIII. 

CAPITALS — PERSONIFIED OBJECTS. 

Copy the text in the Xlth Lesson. 

1. Can birds talk ? 

2. Can they hear and understand what we say ? 

3. How is a bird represented here ? Ans. As a person. 

Because the bird is represented as talking and listening 
as a person does, we say it is personified. 

4. When is an animal or object personified? 

When it is made to talk and listen as a person does. 

5. With what kind of a letter does Birdie begin ? 

The names of all animals and objects that are personified , 
should begin icith capitals 

REVIEW. 

6. Give six uses of capital letters. 

7. Give two uses of a comma. 

8. Give one use of a colon. 

9. What is a direct quotation? 

10. Correct the following : 

The lamb said to the wolf: Who are you ? 



LESSON XIV. 

THE HYPHEN. 

" But, Mary," said Birdie, " when you feel cross and un- 
pleasant, is the very time you should be merriest. Sometimes, 
when I come home with only a small fly for my mate and 
little ones, my mate is cross, and scolds a great deal. Then I 



20 LESSONS IN LANGUAGE. 

sing loud and long, and she soon forgets her ill-humor and 
sings with me." 

QUESTIONS. 

1. Look at the word unpleasant at the end of the first line. How 
many syllables in it. 

2. But there was not room to put it all on one line, so the printer 
was obliged to put part on one line and the remainder on the line 
below. Perhaps, if he had tried, he might have put more than un 
on the first line. Why did he not do so ? 

Because, when a word is divided so that part is placed 
on one line and part on another, the division should be made 
between two syllables. 

3. Do you know what the mark at the end of the first line is 
called ? 

It is called a hyphen. 

4. Is it used at the beginning of the second line ? 

5. Tell one use of a hyphen. 

A hyphen is used at the end of a line, when the other 
syllable, or syllables, are on the line below. 

6. Copy the text on your slate, and afterwards in your blank- 
book. 

7. When is an animal or object personified ? 






LESSON XV. 

HYPHEN. — Continued. 

" Well, Birdie, I am glad you have told me so good a cure 

for my ill-humor. I will go home now and try to do just as 

you have said. I will come and see you some other time. 

Good-bye." 



LESSONS IN LANGUAGE. 21 

QUESTIONS. 

1. Look carefully, until you find ill and humor. What do you 
find between these words ? 

2. Are these two separate words ? v 

3. What do we call a word whose two parts are separated by a 
hyphen ? 

We call it a compound word. 

4. How are compound words written ? 

5. Give two uses of a hyphen. 

6. Put a hyphen in the proper place in each of the following 
words : 

Anthill, blueeyed, glasshouse, tomorrow, fivecent, redtopped. 



LESSON XVI. 

PRECEDING MARKS INCORRECTLY USED. 

Write the following sentences and make corrections when 
needed : 

1. John is good 

2. Where is my hat. 

3. The men women boys and girls went. 

4. Ann come here. 

5. i have read the book and i like it. 

6. A wolf said to a lamb why do you muddy the stream ? 

7. Why said he are you so sad ? 

8. The fox said to the crow how beautiful you are ! 

9. The air in summer is warmer than in winter. 

10. The teapot fell and was broken. 

11. Which is right ? The lot is twenty foot wide ; or, The lot is 
twenty feet wide. 

12. He writes good ; or, He writes well. 



22 LESSONS IN LANGUAGE 

LESSON XVII. 

COMMA. — Continued. 
John went to market early one morning to get some apples, 
peaches, pears, and plums. He bought some pears and plums, 
but could find neither peaches nor apples. For what he 
bought he paid half a dollar, or fifty cents. 

QUESTIONS. 

1. What mark do you find after each of the words apples, peaches, 
and pears ? 

2. Why is a comma placed after each of these words. 

Because when three or more words are used in the 
same way, they should be separated by commas. 

3. In the second part of the paragraph, you find, "He bought 
some pears and plums." Is there a comma after pears? 

4. How many words are used in the same way ? 

5. Why is there no comma after pears ? 

Because when there are only two toords, and and connects 
them, a comma should not be used. 

6. What mark do you find after the word dollar ? 

7. Why should a comma be placed there ? 

Because when ttvo words meaning the same thing have 

or betiveen them, the comma should be used. 

Remember, the comma is thus used only when the two words 
denote the same thing. 

8. Put the comma in the proper place in the following : 

1. The sun moon and stars send forth light. 

2. The girls and boys may have recess. 

3. The pencil cost ten cents or a dime. 

4. It belongs to John or James. 



LESSONS IN LANGUAGE. 23 

LESSON XVIII. 

CAPITALS TITLES OF BOOKS. 

I went to the book-store to buy " The Ark of Elm Island/' 
but could not get it. The clerk said they had " Lion Ben " 
and <• Charlie Bell/' but he could not give the book I wanted. 

QUESTIONS. 

1. Look through the sentences above and count the capitals. 

2. Are these capitals used at the commencement of new 
sentences ? 

3. Select the expressions beginning with capitals. 

Each expression, as perhaps you know, is the name of a very 
nice book. 

4. Do all the words in the expressions begin with capitals ? 

The principal words in the titles of boohs should begin 
with capitals. 

5. Give two uses of a comma. 

6. Give three uses of capital letters. 

Write the following correctly : 

1. Felter's arithmetic, The first reader, 

2. Guide to composition, Kerl's grammar. 

3. Do you think the following sentences are correct ? 

She writes neat. 
Bring them books. 



LESSON XIX. 

PERIOD — CAPITALS — TITLES OF PERSONS. 

Mr. and Mrs. Jones send compliments to Rev. A. M. 
Smith, and request the pleasure of his company Friday 
evening. 



24 LESSONS IN LANGUAGE. 

QUESTIONS. 

1. Pronounce the first word in the text. 

2. Spell it. 

3. Does Mr. spell Mister ? 

Because it is a short way of expressing Mister , we call it 
an abbreviation. 

4. What do you see after Mr ? 

5. Is Mrs. an abbreviation ? 

6. Of what is it an abbreviation ? Of Mistress. 

7. Do you see any other abbreviations in the text? 

8. Is Rev. part of the man's Dame ? 

JVb, it is only a title given him on account of his office. 

9. With what kind of a letter does it begin ? 

Titles of office, honor and respect, should begin 
with capitals. 

10. Where should a period be used ? 

11. What mark should finish every abbreviation ? 



LESSON XX. 

COMMON ABBREVIATIONS. 

Write their equivalents on the slate.* 
Gen., Wm, Co., Dr., Maj., St., No., N. Y., A. M., P. M 
Rev., Yds., Prof., Hon., Col., Esq., Bbls., M. D., R. R. 
Correct the following : 

1. Rev Dr Snow preached on the goodness of God. 

2. She put the St and No on her letter. 

3. The N Y Central R R prospers. 

*The teacher may supply such equivalents as the pupils themselves cannot 
obtain. 



LESSONS IN LANGUAGE. 25 

LESSON XXI. 

APOSTROPHE TO DENOTE OMISSION. 

" But, " his little daughter whispered, 
As she took his icy hand, 
" Isn't God upon the ocean 

Just the same as on the land ? ' ' 

QUESTIONS. 

1. What kind of composition do we call that in the text ? 

2. With what should each line of poetry begin ? 

3. Where should each line of poetry begin ? 

4. Pronounce the first word in the third line. 

5. Is that the full form of the word ? 

6. What is the full form? 

You observe a new mark used to take the place of the 
letter that has been omitted. This mark is called an 
apostrophe, and is used when a letter or letters, have been 
purposely left out. 

7. Give one use of an apostrophe. 

8. Write full forms for the following: 

'Tis, Hark'n, Ne'er, I've, Do't, Use'em. 



LESSON XXIL 

APOSTROPHE POSSESSIVE CASE 

Mary's mother said that she might play all the afternoon, 
if she would only remember to come home when the clock 
struck four. She forgot her promise, and staid until it 



26 LESSONS IN LANGUAGE 






was late. Mary's promise was like those many little girls 
make. 

QUESTIONS. 

1. Spell Mary's in the first line. 

2. Whose mother told Mary what she might do ? 

3. Yes, I do not suppose any other mother would have the right 
to direct Mary. But I wanted to express on paper that Mary 
owned, or possessed, the mother. How did I do it? 

By writing the word Mary with an ajiostrophe, and letter 
S after it. 

4. Give two uses of the apostrophe. 

5. Place the apostrophe in the right place, in the following : 

Johns pencil, The eagles feather, 

Mothers child, Marys lamb, 

Harrys home, The girls pencil. 



LESSON XXIII. 

REVIEW. 

1. The ship sailed up the gulf, or bay. 

2. I bought Ray's Arithmetic. 

3. The book was given to Captain Jones. 

4. I'll never say, I can't. 

5. Jane's hat is new. 

QUESTIONS. 

1. In the first sentence, why is there a comma after gulf? 

2. In the second, why does the last two words begin with 
capitals ? 

3. In the third, why does Captain begin with a capital ? 



LESSONS IN LANGUAGE 27 

4. What do you call the mark between I and 11, in the first word 
in the fifth sentence ? 

5. What mark between e and s. in the filth V 

6. Why are these marks thus used? 

7. Put the proper marks in the following: 

The house or building, was large. 

I read in Wilsons third reader. 

lye found the place. 

Marys book is torn. 

The sword belonged to king arthur. 



LESSOX XXIV. 

EXCLAMATION POINT. 

1. Alas ! my friend is dead. 

2. Hurrah ! Huzza ! vacation is here. 

3. Pshaw I such words are of no use. 

QUESTIONS. 

1. How do you suppose the person felt who uttered the first 
sentence ? 

2. What single word in the sentence expresses his feelings? 

3. What feelings must the person have had who used the lan- 
guage in the second ? In the third ? 

4. What single word in each sentence expresses the emotion or 
feeling ? 

5. Describe the mark you observe after each of these words. 
Make one like each. 

This mark is called an exclamation point. 

Teacher and Pcpil.— Be patient. Take time to master these short lessons well. 
After thoroughly understanding them, let the pupil copy them into his blank-book. 
Take great pains. Make haste slowly. 



28 LESSONS IN LANGUAGE. 

6. Where is an exclamation point used? 

After a word denoting strong emotion, or feeling, an 
exclamation point is used. 

7. Where should an interrogation point be used ? 

8. Give two uses of the comma. 

9. Put the proper marks in the following : 

1. In the moath of Sept the leaves begin to fall from the 

trees. 

2. Pussy cat Pussy cat where have you been 

3. The girl writes plainly neatly and beautifully. 



LESSON XXV. 

REVIEW. 

1. Eva why do your flowers bloom so brightly 

2. June July and August are the summer months. 

3. Tis a long road that has no turn. 

4. Halloo said the boat-swain hand in the rope. 

1. W T hat mark should be used at the end of the first sentence ? 
Why ? 

2. What mark should follow the word Eva ? 

3. What should be placed after the words June and July ? Why ? 

4. Is the first word in the third line written correctly ? How 
should it be. written ? 

5. Put the proper marks in the fourth sentence. 

6. What do you call the mark between boat and swain in the 
fourth sentence ? 

7. Where should a hyphen be used ? 

8. Give two uses of the comma. 

9. Where should an apostrophe be used ? 

10. What is a quotation ? 






LESSONS IN LANGUAGE. 29 

11. Where should quotation marks be used ? 

12. When do we use the exclamation point ? 

13. How should a sentence begin, and how should it end? 



LESSON XXVI. 

1. The Eyes said to the Hands " To see is better than to 
feel." 

2. I was so busy reading Ci Hollo in Europe " that I did 
not notice he had entered. 

3. President Grant is a younger man than Senator Seward. 

4. Suppose the glistening dew-drop 
Upon the grass should say, 
" What can a little dew-drop do ? 
Fd better roll away." 

QUESTIONS. 

1. With what kind of a letter do Eyes and Hands in the first 
sentence begin ? Why? 

2. How many capitals do you find in the second sentence? 

3. Why should the expressions, President Grant and Senator 
Seward, commence with capital letters ? 

4. What kind of composition do you find in the fourth ? 

5. Should each line of poetry begin as near the margin as in 
prose ? 

6. Should all the lines begin at the same distance from the 
margin ? 

7. Give all the uses of capital letters ? 
Are the following sentences correct ? 

1. We was disappointed 

2. You was kindly treated. 

To the Teacher. — In the preceding exercises, the pupil had 



30 LESSONS IN LANGUAGE. 

before him a pattern which he had only to copy. Should it be 
found that the lessons have been too few to afford him a thorough 
acquaintance with all the characters therein introduced, the teacher 
can easily add more until a full and perfect acquaintance has been 
formed. 

These exercises should be followed by others in which the child 
is required, not only to make his own sentences, but afterwards to 
write them upon his slate. After such exercises have been care- 
fully corrected by the teacher, they should be neatly copied in the 
blank-book by the pupil. 

Before a child can make sentences of his own, he must have 
ideas. These ideas can be acquired by observation and conversa- 
tion, and happy is that teacher who can, by his conversation, lead 
his pupils to a close and careful observation of all things around 
him. The following lessons may embrace two classes of exercises. 
In the first, the pupil may be required to write a sentence for each 
word. As he becomes skilled in the exercises, he may write sen- 
tences containing all the words found in each line. Should the 
teacher desire it, he can add other words, thus increasing the 
difficulty of the work. 



LESSON XXVII 

To the Teacher. — Let the pupil write one sentence containing 
the first three words ; or, if the teacher does not think him 
sufficiently advanced, let him write a single sentence for each 
word. The sentences should first be written on theslate. After 
due corrections have been made, they should be copied in the 
blank-book. 



1. 


Lesson, 


hard, 


mc. 


2. 


School, 


place, 


play. 


3. 


Knife, 


handle, 


bright. 


4. 


Corn, 


fields, 


high. 


5. 


Sun, 


warm, 


August, 



LESSONS IN LANGUAGE. 31 



MODEL. 



1. This lesson is hard for me. 

2. School is not a place for play. 

3. The knife has a bright handle. 

4. The corn in the fields is high. 

5. The sun is warm in August. 

REVIEW. 

1. When should the interrogation point be used ? 

2. Would it be proper to use it after the first sentence ? 

3. Can you write the sentence again and make it necessary to 
use the question mark at the close ? 

4. Is the following sentence correct ? 

There was more apples than one. 



LESSON XXVIII. 
Combine the following words into sentences after the model 
above : 



1. 


John, 


boy, 


father. 


2. 


Ink, 


pen, 


write. 


3. 


Book, 


cover, 


paper. 


4. 


Dolls, 


plaything, 


girls. 


5. 


Pins, 


brass, 


point. 



REVIEW. 

1. Where should the period be used? 

2. Put periods in their proper places in the following : 

The Capt has gone to N Y 

Mrs Smith bought five yds of muslin 

The teacher can dictate other examples for practice. To train 
is as necessary as to teach. 



32 



LESSONS IN LANGUAGE. 



LESSON XXIX. 



1. 


Fire, 


burns, 


matches, 


wood. 


2. 


Smoke, 


pipe, 


fire, 


stoves. 


3. 


Pens, 


steel, 


gold, 


point. 


4. 


Gold, 


found, 


sand, 


dirt. 


5. 


Sheep, 


wool, 


back, 


warm. 



1. When three or more words are used in the same way, how 
should they be separated ? 

2. Put the proper marks in the following sentences : 

The apple is large round and smooth. 
Did the apple belong to John, or Jane 

3. Which do you prefer ? 

The boys came to school, or 
The boys come to school. 






1. Toss, 

2. Milk, 

3. Watch, 

4. Coal, 



LESSON XXX. 
fragrant, hay, 

cows, street, 

time, dog, 

black, grate, 



5. Thread, white, 



spool, 



sun. 

grass. 

night. 

stove. 

sew. 



REVIEW. 

* 1. What mark is used to indicate possession? 

2. What mark is used to indicate that letters have purposely 
been omitted ? 

3. Put the proper marks in the following : 

Johns book is larger than Marys. 
They sailed oer the sea. 



LESSONS IN LANGUAGE. 



33 



LESSON XXXI. 



1. 


Thimble, 


finger, 


sew, 


needle, 


2. 


Mud, 


road, 


rains, 


snows. 


3. 


Fox, 


said, 


grapes, 


sour. 


4. 


Who, 


they, 


fail, 


lesson. 


5. 


Winter, 


snow, 

REVIEW 


ice, 


fun. 



1. What is a quotation ? 

2. What marks must be used with a quotation ? 

3. How many kinds of quotations are there ? 

4. Put the proper marks in the following : 

The farmer said the dog is mad. 

I know said John that he will come. 







LESSON 


XXXII. 




1. 


Watch, 


wood, 


fire, 


ends. 


2. 


Ball, 


round, 


yard, 


knock. 


3. 


Skate, 


smooth, 


ice, 


winter. 


4. 


Good, 


boys, 


wood, 


water. 


5. 


Flowers, 


pretty, 


fragrant, 


bouquet, 






REVIEW. 





Do the following sentences have the correct marks ? Correct, 
if wrong. 

Why do your flowers grow ! 

The day is beautiful and fair ? 

I said " where have you been ? " 

James mother bought five yds of lace of Mr Jones ! 



34 LESSONS IN LANGUAGE. 

LESSON XXXIII. 

OBJECTS. — THE APPLE. 

1. The teacher holding up an apple asks : " What is this Y* 

It is an apple. 

Teacher. — Tell me the name of some part you can see ? 

PupiL — I see the skin. — I see the stem — I see the outside. 

T.—I will take my knife and cut the apple in the middle. 
What can you see now ? 

P. — I can see the seeds. 

T. — What do all apples have ? 

P. — All apples have an outside, an inside, a stem, skin, 
and seeds. 

T. — Write this statement on your slates. 

T. — Tell me for what apples are used. 

P, — They are used to make pies. They are used to make 
apple-sauce. They are used to make cider. They are good 
to eat. 

T. — All tell me for what apples are used. 

P. — Apples are used to make pies, apple-sauce, and cider. 
They are good to eat. 

T. — Write these statements on your slates. 

T. — Where do we get apples ? 

P. — They grow on trees. 

T — . On which part of the tree do we find them ? 

P. — We find them on the limbs. 

T. — Can I always find them on trees ? There is a beautiful 



LESSONS IN LANGUAGE. 35 

tree just outside the window. I wish you would go and pick 
an apple from it. 

P. — But there are none on it. 

T. — Who knows where there are apple-trees ? (Several 
hands are raised.) 

T. — Well, next Monday will be Christmas, how many will 
' go with me to gather apples ? 

P. — But none are there now. Apples can be gathered 
only in summer and autumn. 

T. — Write the last statement on your slates. 

T. — What do you find on apple-trees in spring ? 

P. — We find flowers on apple-trees in spring. 

T. — Write the last statement. 

T — What do we find on apple-trees in winter ? 

P. — In winter we find sometimes a few dried leaves, but 
nothing more. 

T. — Write the last statement. Bead all that you have 
written. 

APPLES. 

All apples have an outside, an inside, a stem, skin, and seeds. 
Apples are used to make pies, apple-sauce, and cider. 

Apples grow on apple-trees. Apples can be gathered only in 
summer and autumn. We find flowers on apple-trees in spring. 
In winter, we find only a few dried leaves. 

When corrected, copy in your blank-books. 



36 LESSONS IN LANGUAGE. 

LESSON XXXIV. 

WATER. 

1. Teacher. — What is in this glass? 
Pupil. — There is water in the glass. 

2. T. — How do you know it is water ? 

3. What color is it ? 

4. Now, let me put my pencil in the water. Can you see 
it? 

Because we can see the pencil through the water, we say 
water is transparent. 

5. What do we say of water ? Write this statement on 
your slate. 

6. See, if I pour the water out, it forms itself into drops. 
Will chalk do this ? 

Because water forms itself into drops when poured from 
the bottle , we call it a liquid. 

7. What is water ? 

8. Write this statement on your slates. 

9. Combine your last statement with the one first made, so 
as to make but one sentence. 

10. What use do we make of water ? Write the answer. 

11. Does water always look like this? Write 

12. After water has been over a fire for sometime, what 
do you see rising from it ? 

13. Where did the steam come from? 

14. What effect, then, does heat have upon water ? 



LESSONS IN LANGUAGE. 37 

Write the statement on your slates. 

15. Suppose it were to be very cold to-night, and you 
should leave water out all night, what would you find in 
the morning? 

16. What would cause the ice ? 

17. What effect does cold have upon water ? 
Write the statement on your slates. 

18. Is water very useful ? Write the answer. 

19. Does water ever do harm? Write the answer? 

20. Read what you have written. 

REVIEW. 

1. How should every sentence begin ? 

2. What mark is generally found at the close ? 

3. What mark follows a question ? 



LESSON XXXV. 

BREAD. 

1. Teacher. — What is this ? (holding up a piece of bread.) 

2. Of what is it made ? Write the answer. 

3. How is flour changed into bread ? Write the answer. 

4. Is bread transparent ? Why not ? 

5. Combine and write the last two answers. 

6. Is bread a liquid ? Why not ? Write the answer. 

Because bread will not pour out in drops, it is called a 
solid. 

7. Look at the bread carefully, and tell me what you see 



38 



LESSONS IN LANGUAGE. 



Pupil. — I see a great number of little holes. 
Teacher. — These holes are called pores, and because 
bread is full of them, we say bread is porous. 

8. What is bread ? Write the answer. 

9. Of what use is bread ? Write the answer. 

10. Is it very useful ? 

11. Could we live without it? Write the answers to the 
last two questions. 




THE BREAD-FRUIT. 

12. On some of the South- Sea islands there is found a tree 
called the Bread-fruit tree. It grows to the height of forty 
feet or more, and has leaves about eighteen inches long and 
eleven inches broad. 

The fruit is a large green berry, much like a cocoa-nut or 
melon in size and form. It is baked like bread, and tastes 
much like a roasted potato. It forms a large part of the 
diet of the inhabitants. 

13. Read what you have written. 

Re write all you have written, and when you have arranged it 
as well as you possibly can, copy it in your blank-book. 



LESSONS IN LANGUAGE. 39 

LESSON XXXVI. 

A PAPER BOX. 

1. What is this ? 

2. Name the parts of the box you see. 

3. Write the name of the parts. 

4. Of what is this box made ? Write. 

5. By whom are boxes made ? Write. 

6. Look at this piece of coal. By whom was it made ? 
Because God forms the coal, we say it is a natural 

substance, but because man makes boxes, ice say they are 
artificial. 

7. What do we say of boxes because they are made by 
man ? Write. 

8. Teacher. — John, can you bring me some water in this 
box ? 

John. — It will not hold water. The water will soak 
through the paper. 

9. T. — Here is a pail made of tin. Will this hold water ? 
Because tin will not allow the water to pass through it, ice 

say it is water-proof, and because paper will permit the water 
to pass through it, ice say it is not water-proof. 

10. What boxes will hold water? Why? Write the 
answer. 

11. Is this box handsome enough to place upon the parlor 
table ? Write ? 

We say of things that are made only to look pretty, that 



40 LESSONS IN LANGUAGE. 

they are made for ornament, and of tilings made to be used, 
that they are useful. 

12. Was this box made for use or ornament ? Write. 
Read what you have written. 






LESSON XXXVII. 

WRITING PAPER. 

1. Teacher. — How many can tell me what this is \ 

2. What kind of paper is it ? 

3. What is its color ? 

4. Does any one see paper of another color ? 

5. Of what color is writing paper then ? Write the answer. 

6. Where is the paper made ? Write. 

7. Of what is it made ? Write. 

8. Are there any other kinds of paper ? Write. 

9. Of what is brown paper made ? Write. 

10. For what is paper used ? Write all the uses you can 
think of. 

11. Now, tell me why it is not used for dresses ? and coats ? 

12. Yes, little boys and girls need to have their clothes 
made of strong material. Would it make good shoes ? 

13. Of what are shoes made? Yes, shoes are made of 
leather, because it will wear a long time. Because leather 
will wear a long time, we say it is durable. 

14. Why, then, will not paper make good shoes ? Write, 



LESSONS IN LANGUAGE. 41 

15. Is there another reason why it will not make good 
shoes ? 

16. Suppose you put some paper in the fire, what would 
happen ? Because paper will burn when put in the fire, we 
say it is inflammable, 

17. What is paper ? Write. 

18. Read what you have written. 



LESSON XXXVIII. 

A PIG. 

1. How many of the children have ever seen a pig ? 

2. Name some part of the pig that you saw. 

3. Now, write all the parts of the pig that you can think of. 

4. What kind of a head has he ? Write. 

5. What sort of eyes ? Write. 

6. Of what shape are the legs ? Write. 

7. Does the hair on the back look fine, or coarse and stiff? 

Write. 

8. Where is the mouth ? Write. 

9. Is the pig a neat animal ? Write. 

10. How does it spend most of its time ? Write. 

11. Of what use is it? 

12. Why do you suppose God gave a pig a head and snout 
of such strange shape ? 

13. Why do you suppose it has such huge flapping ears ? 
Write the replies. 



42 LESSONS IN LANGUAGE. 

14. Do you suppose a pig ever saw the stars ? 

15. Where does a pig always look ? 

16. Does it need large and beautiful eyes then ? Write 
on your slates the reason why God gave the pig such little eyes. 

17. Suppose it were covered with fine soft fur, what would 
be the effect when it rolled in the dirt ? W r rite. 

18. Has God then made the pig that he may suit the 
position which he is to occupy ? W'rite. 

19. Read what you have written. 



LESSON XXXIX. 

A MATCH. 

1. How many know what this is ? 

2. Of what is it made ? Write. 

3. Can you make a match of wood only ? 

4. How many ends are there ? Write. 

5. What do you find on each end? Write. 

6. Who makes matches ? Write. 

7. Because man makes them, what do we say of them ? 
Write. 

8. Are the materials of which they are composed artificial ? 
Write. 

9. Where is the wood obtained ? Write. 

10. Where is the sulphur obtained ? Write. 
Because the sulphur is dug from the ground ^ we call it a 

mineral. 

Note. — The teacher should provide himself with a few matches. 



LESSONS IN LANGUAGE. 43 

11. What do we call sulphur ? Why ? Write the an- 
swer to the two last questions. 

12. Look at the sulphur and tell me its color. 

13. What is the color of the wood ? Write the answers 
to the last two questions. 

14. Let me rub it against the wall. What do you observe 
now? 

15. What do we say of objects that will burn ? Write. 

16. Is the wood inflammable ? Write. 
IT. What becomes of the sulphur? 

18. What becomes of the wood ? 

19. Which burns more rapidly the wood or the sulphur? 
Write the answers to the last three questions. 

20. For what are matches useful ? Write. 

21. You say they are very useful ; are they ever dangerous ? 

22. Read what you have written. 



LESSON XL. 

GLASS. 

1. Who knows what this is ? 

2. Who can tell me in what part of a house glass is gen- 
erally used ? Write. 

3. Would it do for the floor of a school-room ? Why not ? 
Because it breaks very easily, ice say it is brittle. 

To the Teacher. — Please remember that we desire neatness and accuracy more 
than quantity. " Make haste slowly." To have one of these exercises neatly 
written, properly spelled, and correctly punctuated, is a greater success than to 
have many carelessly done. 



44 LESSONS IN LANGUAGE. 

4. Would it do for a roof? Why not ? 

5. Is it ever used for a roof? 

6. Why do people use it for windows ? 

7. Will it allow the water to pass through it ? Write the 
answers to the last questions. 

8. Are there more reasons than those you have given why 
it is not used more in building houses ? 

9. Which is the more expensive, glass or wood ? Write 
the answer. 

10. The people of England once built a very large house 
of glass, and, because it was clear like crystal, they called it 
" The Crystal Palace." Copy. 

11. Who knows of what glass is made ? 

12. Mention as many different kinds of glass as you can. 

13. What kind do we often see in church windows ? Write 
the answers to the last questions. 

14. Who can tell some other use of glass ? 
Write and read all you have written. 
Where is the apostrophe used ? 



LESSON XLI. 

A CHAIR. 

1. Mention some of the parts of the chair you now see. 
Write one sentence naming them. 

2. Of what is the back of the chair made ? 

3. What other parts are made of wood ? Tell in one sen- 
tence what parts are made of wood. Write. 



LESSONS IN LANGUAGE. 45 



4. Of what is the seat made ? Write. 

5. Are all chairs like this ? 

G. What kind of a chair do you like best? Write the 
answers to the last questions. 

6. For what are chairs used ? Write. 

7. Of what use is the back of the chair ? Write. 

8. Of what use are the legs ? Write. 

9. Of what use are the rounds ? Write. 

10. Of what use is the whole chair ? Write. 

11. Did you ever know a boy or girl who seemed to think 
chairs were hooks on which they might hang their hats or 
coats ? 

12. Are such uses proper ones ? Write. 

13. Read what you have written. 
Where should an interrogation point be used ? 



LESSOX XLIL 

THE HAND. 

1. What am I holding up for you to see ? 

2. What do you see upon my hand ? 

3. Look upon your own hand and tell me what you see. 

4. What do you call the broad flat part below the fingers ? 

5. What do you call the part opposite the palm on the 
outside of the hand ? 

6. Of what parts does the human hand consist ? Write. 

7. Which finger is the longest ? Write. 



46 



LESSONS IN LANGUAGE. 



8. Which finger is the shortest ? Write 

9. Is my finger straight now ? (bending the fingers.) 
The places where the finger bends are called joints. 

10. How many joints in each finger ? Write. 

11. What do you notice at the end of each finger ? Write. 

12. Are hands useful ? 

13. For what are they used ? Write the answers to the 
last two questions. 

14. If you wished to point in a certain direction, which 
finger would you use ? 

15. Then we will call that the pointer. Write on your 
slates. We will call the first finger, Pointer. 

16. On which finger do women wear the thimble ? Then 
let us call that, Thimble-Wearer. Write. 

17. On which finger do ladies wear the wedding ring ? 
Then let us call that, Ring-Wearer. 

18. What does the little finger do ? Then let us call that, 
Little Do-Nothing. Write. 

19. The thumb seems to be watching the others to see if 
they behave, so we will call him Sentinel. Write. 

20. Read what you have written. 

21. Re-write it carefully and copy neatly in your book. 

To the Teacher. — In the following lessons, have the pupils write 
the simple sentences that they may be able to make compound or 
complex sentences. Practice in this direction is very valuable, and 
there cannot be too much of it. Should the teacher find the 
exercises of this kind too few, he can readily supply the deficiency. 



LESSONS IN LANGUAGE. 47 

LESSON XLIII. 

FORMING COMPOUND SENTENCES FROM SIMPLE ONES. 

1. John goes to school. John learns fast. John will excel. 

2. John is a good boy. John is a faithful boy. John is 
a truthful boy. 

3. When John goes to school he studies. When John 
goes home he improves each minute. 

4. He has a dog. The dog's name is Fido. 

5. Fido loves John very much. 

6. I guess Fido loves him as well as any dog can love a 
person. I guess he loves him as well as many boys love their 
brothers. 

QUESTIONS. 

1. I want to put the first three sentences into one. It will not 
sound well to say John goes to school, John learn fast and John will 
excel. What little word can I use instead of John ? The word he. 

2. Write, substituting the word he -for the word John. Thus, 
John goes to school, he learns fast and he will excel. 

3. Now, unite the next three, putting the word he for the word 
John. He is a good boy, he is a faithful boy, he is a truthful boy. 
Is it necessary to use the words he and boy so often ? 

4. Write the sentence, using boy and he once. He is a good, 
faithful, truthful boy. 

5. Join the next two, substituting the word he for the word 
John. When he is at school he studies, and when he goes home 
he improves each minute. 

6. Unite the next two. He has a dog whose name is Fido. 

7. Write the next as it is. 

8. Combine the next two. I guess he loves him as much as any 
dog can love a person ; indeed, I think he loves him as well as many 
boys love their brothers. 

9. Read what you have written. 

Re-write it carefully and copy in your blank-book. 



48 LESSONS IN LANGUAGE. 

LESSON XLIV. 
compounding of sentences. — Continued. 

1. The vine shook. The vine said : " Why am I not a 
rose ? " 

2. I drag here in the dirt. I am not beautiful to the eye. 
I am not of any use. 

3. The good gardener walked that way. He saw the 
trampled vine. He heard the sad complaint. 

4. " God needed a vine/' said he. " He made you, You 
should be content." 

1. Unite in one the first three sentences. 

2. Unite in one the next three sentences. 

3. Unite in one the next three sentences. 

4. Unite in one the next three sentences. 

QUESTIONS. 

1. How should a divided quotation be written ? 

2. How should a direct quotation be written ? 

3. What mark should follow the name of a person addressed ? 



LESSON XLV. 

1. A farmer was dying. He called his sons to him. He 
told them to bring a bundle of sticks. 

2. The sticks were brought. He asked each to break a 
bundle. Not one could do it. 

3. He told them to untie the bundle. They did so. Then 
they easily broke the sticks. 

4. It will be with you as it has been with the sticks," he 



LESSONS IN LANGUAGE. 49 

said. " United, you will be strong; separated, you will be 
weak/' 

1. Unite in one sentence the first three sentences. 

2. Unite in one sentence the next three sentences. 

3. Unite in one sentence the next three sentences. 

4. Copy the next. 

Put the proper marks in the following : 

1. John Mary and ann are on the sled. 

2. Do you see the dog running behind. 

3. The dog seems to say i'll soon catch you. 

Kight or wrong ? 

The apple growed on the tree. 

The boy throwed a stone into the winder. 

He hadn't ought to have done so. 



LESSON XLVI. 

COMPOUNDING SENTENCES. 

1. The hill is high. The hill is covered with snow. The 
hill is nice for coasting. 

2. School is dismissed. The boys come running with their 
sleds. They want to see who will have the first ride. 

3. What happy faces ! What rosy faces ! What smiling 
faces ! 

4. They must enjoy it while they can. The night will 
soon come. Then, they must go to their homes. 

5. Winter is a merry season. Winter has many pleasant 
sports. 

4 



50 LESSONS IN LANGUAGE. 

1. Unite in one sentence the first three sentences. 

2. Unite in one sentence the next three sentences. 

3. Unite in one sentence the next three sentences. 

4. Unite in one sentence the next three sentences. 

5. Unite in one sentence the next three sentences. 

1. How should every sentence begin, and how should it end? 
Commence and end the following properly. 

1. the girl has lost her fan. 

2. does winter come before summer 

3. unhappy boy that I am 



LESSON XLVII. 

COMPOUNDING SENTENCES. 

1. A traveler was walking along. The traveler drew his 
cloak about him. 

2. The Suu said : " What a silly man ! He does not need 
his cloak. " The Wind said : What a silly man ! He does 
not need his cloak." 

3. Said the Sun ; "I will force him to lay it aside." Said 
the Wind : "I will force him to lay it aside." 

4. The wind blew. The sun shone. 

5. The wind only made him draw his cloak more tightly 
about him. The sun, with its hot rays, soon forced him to 
take the coat from his shoulders. 

6. Whose was the better way, the Wind's or the Sun's ? 

1. Unite in one sentence the first two sentences. 

2. Unite in two sentences the next four sentences. 

3. Unite in one sentence the next two sentences. 

4. Unite in one sentence the next two sentences. 



LESSONS IN LANGUAGE. 51 

QUESTIONS. 

1. Why do Wind and Sun begin with capitals ? 

2. When should an interrogation point be used ? 

3. When should an exclamation point be used ? 

4. What incorrect language have you heard to-day ? 

5. Keep a memorandum and report all that you hear between 
this time and next recitation. 



LESSON XL VIII. 

USE OF PAUSES. 

1. Why do flowers bloom in the springtime. 

2. Janes mother said to Jane you must go over the river. 

3. Wilsons reader is good, but I like Felters arithmetic 
better. 

4. There is a happy land, far, far away, where saints in 
glory stand, bright, bright as day. 

QUESTIONS. 

1. What mark should be at the close of the first sentence ? Why ? 

2. What mark should be between spring and time f Why ? 

3. Write the sentence on your slate with the correct marks. 

4. In the second sentence, is the word Janes written correctly ? 
Why not ? 

5. What mark should follow Jane ? Why ? 

6. With what kind of a letter should you begin ? Why ? 

7. Re-write the second sentence, putting in the proper marks. 

8. How many words are written incorrectly in the third sentence ? 
Why? 

9. R>e-write, correcting all errors. 

10. What kind of composition do we call the fourth ? Why ? 

11. Is it written correctly? 

12. Re-write. 



52 LESSONS IN LANGUAGE. 

LESSON XLIX. 

USE OP PAUSES. 

1. The hearts of the loyal people were throbbing with joy. 

2. Mary why do your flowers bloom. 

3. You are said he my best friend. 

4. The birds beasts and men are glad when spring comes. 

QUESTIONS. 

1. Write the first sentence on two lines, dividing correctly in 
the word people. 

2. Could it be divided in the word were ? Why not ? 

3. What mark should be after Mary, in the second ? Why ? 

4. What mark should be at the end of the second sentence ? 

5. Write the second correctly ? 

5. Write an answer to the question. 

7. What was said in the third sentence ? 

8. How should a divided quotation be written ? 

9. Write the third sentence correctly. 

10. What mark should be placed after birds and beasts? Why? 

To the Pupil. — You observe that we have made you acquainted 
with the period ( . ), interrogation point ( ? ), comma ( , ), 
colon ( : ), quotation marks ( " " ), hyphen ( - ), apostrophe ( ' ), 
exclamation point ( ! ), and some of the more common uses of 
them. 

By examining any properly printed page, you will find other 
marks than these. All these are called Punctuation Marks, and, 
as you have no doubt observed, they are used to separate and 
otherwise mark the parts of a discourse, in such a manner as to enable 
the reader to more correctly gain the author's meaning. 

As you advance, you will be made acquainted with the other 
marks and their uses. 



LESSONS IN LANGUAGE. 



53 




LESSON L. 

LESSON ON A PICTURE. 

Teacher to a Pupil. — Tell me what you see in this picture. 

First Pupil. — I see a dog in the picture. 

Second Pupil. — I see a cat in the picture. 

Third Pupil. — I see a rat in the picture. 

Fourth Pupil. — I see a box in the picture. 

Fifth Pupil. — I see a stool in the picture. 

Teacher. — Now, who will tell me all the things he sees in 
the picture ? 

Pupil. — I see a dog a cat a rat a box and a stool in the 
picture. 

(The teacher writes the answer on the black-board, the pupils 
write it on their slates.) 



54 LESSONS IN LANGUAGE. 

T. — How many words are used in the same way ? 

P. — Five words are used in the same way. 

T. — Name them. 

P. — They are dog, cat, rat, box, and stool. 

T. — What mark should be used to separate three or more 
words used in the same way ? 

T. — Put commas in the proper places. 

I 7 .— Where is the cat ? 

P. — The cat is sitting on the stool. 

T. — Write the answer on the slates. 

T. — Does the cat appear angry ? 

P. — The cat does not appear angry. She looks very quiet 
and calm. W r rite. 

T. — What is the dog doing ? 

P. — The dog seems to be -. Write. 

T. — Does he appear calm and quiet like the cat ? 

P. — He does not appear calm and quiet, but looks as 
though he wanted to bite the poor rat. Write. 

T. — How many teeth can you see in the dog's mouth ? 

P. — I can see teeth in the dog's mouth. Write. 

T. — What can you see besides the dog's teeth ? 

P. — Besides the dog's teeth, I can see . Write. 

T— Where is the rat? 

P. — The rat is running as fast as it can to get away from 
the dog. Write. 

T. — Where is it running ? 

P. — It is running towards the box. Write. 

T. — Do you think the dog will follow it into the box ? 



LESSONS IN LANGUAGE. 55 

P. — I do not think the dog can follow it into the box, he 
is too large. Write. 

T. — What seems to be in the box ? 

jP. — There seems to be hay in the box. Write. 

T. — What does the cat have around her neck ? 

P. — The cat has a around her neck, I think. Write. 

T. — What does the dog have about his neck ? 

P. — The dog has a about his neck. 

T. — Now, read what you have written and see how nice a 
composition you have. 

COMPOSITION. 

I see a dog, a cat, a rat, a box, and a stool in the picture. The 
cat is sitting on the stool. The cat does not appear angry. She 
looks very quiet and calm. The dog seems to be chasing the rat. 
He does not appear calm and quiet, but looks as though he wanted 
to bite the poor rat. I can see four teeth in the dog's mouth. 
Besides the dog's teeth, I can see his tongue. The rat is running 
as fast as it can to get away from the dog. It is running towards 
the box. I do not think the dog can follow it into the box, he is 
too large. There seems to be hay in the box. The cat has a 
ribbon about her neck, I think. The dog has a collar about his 
neck. (Copy in your blank-books.) 

To the Teacher. — The above is given as a model, but many 
children will prefer to arrange their own. Indeed, it has been the 
experience of the author, that children generally clothe their own 
ideas in better language, than adults possibly can ; and if we 
would train up natural and easy writers, we must encourage 
children to be true to themselves in this respect. 



56 



LESSONS IN LANGUAGE. 




LESSON LI. 

A PICTURE. 

1. Name all the objects you see in the picture. Put these 
names in one statement, and write the statement on your slates. 

2. In what position do you see the boy ? Write. 

3. Where is the dog ? Write. 

4. What has the boy in his hand ? Write. 

5. Does he look angry? Write. 

6. Do you think he is going to strike the dog ? Why ? 

7. What is the cow doing ? Write. 

8. Does she look as though she had been hurt? 

9. Do you suppose the dog has been harming her in any 
way ? Write. 

10. Do you think the cow had hurt him ? Write. 



LESSONS IN LANGUAGE. 



57 



11. Why do you think so ? Write. 

12. If he has hurt the cow what should be done to him ? 
Write. 

13. What should be done with everybody who hurts an- 
other without cause ? Write. 

The teacher may continue questions at his own pleasure. 

14. Now, read what you have written, and then copy in 
your blank-books. 




LESSON LIT. 

A PICTURE. 

1. Name all the objects you see in the picture. Write. 

2. Where is the bird ? Write. 



58 LESSONS IN LANGUAGE* 

3. What season of the year do you think it is ? Write 

4. Why do you think so ? Write. 

5. Do trees have leaves on them in winter ? Write. 

6. Do birds stay in this climate in winter ? Write. 

7. Where is Puss? Write. 

8. Upon what is she perched ? Write. 

9. What makes you think it is a shed ? Write. 

10. What do you suppose she is planning ? Write. 

11. What makes you think so ? Write. 

12. Are cats and birds good friends, generally ? Write. 

13. What will she do with the bird if she catches it ? 
Write. 

14. Which do you like the better, a cat or a bird ? Write. 

15. Why? Write. 

16. Read what you have written, and then copy in your 
blank-books. 

Note. — The above are but a few of the suggestive questions that 
may be asked, and both teacher and pupil are encouraged to 
exercise their ingenuity in gleaning ideas from the picture. It is 
believed that the skillful and intelligent teacher can, by this means, 
do much towards awakening the pupil's appreciation of the beau- 
tiful in art, and his imagination in creating other, and perhaps 
more suggestive pictures. The author hopes that teachers may see 
sufficient reward in this, to induce them to aid the pupil in making 
an exhaustive examination of each picture. 



LESSONS IN LANGUAGE. 



59 




ty. ROBERTS. SC^ 

LESSON MIL 

L How many dogs do you see in this picture ? "Write. 

2. What relation do you think the large dog is to the 
small one ? Write. 

3. What is the position of each dog ? Write. 

4. What living object do you see in the picture besides the 
dogs ? Write. 

5. In what position is the boy ? Write. 

6. What has he in his hand ? Write. 

7. What do you see on the cake ? Write. 

8. What is he doing with the cake ? Write. 

9 What do you notice in the front of the picture, partly 
under the stool upon which the boy is sitting ? Write. 
10. Do you suppose that is where the dogs drink ? Write. 



LESSONS IN LANGUAGE. 

11. Is this saucer on the boy's right hand or left? Write. 

12. Which is the taller in the picture, the boy or the dog ? 
Write. 

13. Which would be the taller if the boy were standing ? 
Write. 

14 How do you like the way the boy's hair is combed ? 
Write ? 

15. Does his face look kind or otherwise ? Write. 

16. How does the large dog look ? Write. 

17. Which part of the small dog do we see ? Write. 

18. Read what you have written and then copy in your 
blank-books. 



TOPICAL REVIEW OF USES OF PUNCTUATION MARKS. 

Period. — At close of a sentence. Lesson 1. 

With abbreviation. Lesson 19. 
Interrogation Point. — With a question. Lesson 2. 
Comma. — Three or nioie words. Lesson 5. 

A person addressed. Lesson 6. 

Two words connected by and. Lesson 17. 

Two words connected by or. Lesson 17. 
Quotation Marks. — Direct quotations. Lesson 9. 

Divided quotation. Lesson 11. 
Colon. — Direct quotation. Lesson 10. 
Hyphen. — Compound words. Lesson 15. 

Word divided at end of line. Lesson 14. 
Apostrophe. — Denoting omission. Lesson 21. 

Denoting possession. Lesson 22. 
Exclamation Point. — Emotion. Lesson 24. 



LESSONS IN LANGUAGE. 



61 




LESSON LIV. 

A PICTURE. 

1. Who is in the tree in this picture ? Give him a name 
and call him by it. 

2. How does he manage to stay in the position he occu- 
pies ? Write. 

3. If he should loosen his hold, what would happen to 
him ? Write. 

4. Why do you suppose he has climbed to so great a 
height ? Write. 

5. Where is the bird's nest ? Write. 

6. What is in it ? Write. 

7. What do you see in the upper part of the picture near 
the boy's head ? Write. 



62 



LESSONS IN LANGUAGE. 



8. Does the bird appear frightened ? Write. 

9. What reason do you think the bird has for seeming 
frightened ? Write. 

10. Can boys think ? Write. 

11. Do they know what is wrong ? Write. 

12. Do cats know what is wrong ? Write. 

13. Which is the worse, then, the cat in the last picture 
that is trying to take the bird's life, or the boy in this, who 
is taking from the mother bird her eggs ? Write. 

Read what you have written. Copy. 




LESSON LV. 

A PICTURE. 

1. Do you think the boy in the picture is the same boy 
that we saw in the last ? Write. ^ 



LESSONS IN LANGUAGE. 63 

2. Where is he in this picture ? Write. 

3. Does he look as happy and cheerful as in the last ? 
Write. 

4. What is he doing ? Write. 

5. Where is the grass to which he is clinging ? Write 

6. What do we call that part of a river that borders on 
the land ? Write. 

7. Whom do you see running along the bank ? Give 
them names. 

8. Do they seem to be in haste ? Write. 

9. What does the man carry on his shoulder ? Write. 

10. What do you think he has been doing ? Write. 

11. Do you think the boy could get out of the water if 
left alone ? Call the boy by the name you have given him. 

12. Do you hope the man and boy will get there in time 
to help him ? Write 

13. How do you suppose they knew he was there ? Write 

14. What kind of pay do boys generally get for doing 
wrong ? Write. 

Teacher continue to elicit ideas from the picture. 

15. Read what you have written, and then re-write, com- 
bining it into a nice and interesting story. 



64 



LESSONS IN LANGUAGE. 




LESSON LVL 

A PICTURE. 

1. What may be seen on the ground in this picture ? 
Write. 

2. Are there leaves on the hushes ? Write. 

3. What do you see where the boy and dog have stepped ? 
Write. 

4. What does the boy have about his neck and ears ? 
Write. 

5. These four facts tell you that it is what season ? Write. 

6. What living thing do you see in the picture besides the 
the boy and dog ? Give pretty names to the boy, dog and 
bird. 

7. Where is the bird ? Write. 



LESSONS IN LANGUAGE. 65 

8. What birds stay where there is snow, generally ? Write. 

9. What does the boy appear to be trying to do ? 

10. What has he about him to keep him warm ? Write. 

11. What has the bird to keep it warm ? Write. 

12. What has the dog to keep him warm ? Write. 

13. Where do the boy and dog get their food ? Write ? 

14. Where does the bird get its food ? Write. 

15. Which of the three is most fortunate ? Write. 

16. Read what you have written. Copy. 



TOPICAL REVIEW OF USES OF CAPITALS. 

1. At Beginning of Sentence. Lesson 1. 

2. Proper Names. Lesson 3. 

3. I and 0. Lesson 6. 

4. In Poetry. Lesson 7. 

5. Direct Quotation. Lesson 10. 

6. Personified Objects. Lesson 13. 

7. Titles of Books. Lesson 18. 

8. Titles of Office, etc. Lesson 19. 

Pupils may write sentences illustrating the use of capitals 
in each of the above cases. 

Capitals are used in other cases than those mentioned, but 
these are the most common uses, and are sufficient for the 
pupil at present. 



66 



LESSONS IN LANGUAGE. 




«£= €?&£:& Ttfl 



LESSON LYII. 

A PICTURE. 

1. What animal do you see in the picture ? 

2. What is it in ? 

3. What do you see in front of the rat's face, extending 
from one side of the box to the other ? 

4. Of what do you think the box is made. 

5. Of what are the bars made that extend across the front ? 

6. Did you ever see such bars in a window ? Where ? 

7. What do you call a person who is kept in a room 
having windows with such bars across them ? 

8. What may you call the rat, then ? 

9. Does this rat seem to like its house ? 



LESSONS IN LANGUAGE. 67 

10. How does it show its dislike ? 

11. What do you see in the front part of its mouth ? 

12. Are these teeth long or short ? 

13. Do you know what we can tell by the long teeth of 
this rat? 

14. Of what use are its long teeth ? 

15. Why does it not use them to get out of the box? 

16. But who can tell the name of the box in which the rat 
is caught ? 

17. How did the rat get in there ? 

18. What do people use such boxes for? 

19. Do you think this old rat would be glad to get out and 
be safe once more ? 

20. Do you think he would remember and not get in next 
time ? 

21. Please relate any anecdotes of rats which you may 
have heard. 

22. Read what you have written. Copy. 

Right or wrong ? 

I haint got no pencil. 

I seen him. I didnt do nothing. He set down on the 
cheer. Uncle lias went home. 

If not right, correct them. 

To Teacher and Pupil. — Be patient, go slow. Work on each 
lesson until it is right. Copy it in your blank-book in your best 
hand- writing, free from blots or marks. " Not how much, but how 
well" should be your motto. 

If necessary to success, be willing to work three days on one 
short lesson. 



68 



LESSONS IN LANGUAGE. 







LESSON LVIII. 

A PICTURE 
Write the answer to each question. 

1. How many persons do you see in the picture ? 

2. What is the position of each boy ? 

3. What has one boy in his hand that the other has, also ? 

4. In which hand does the boy who is standing have his 
.tick 1 

5. In which hand does the boy who is sitting have his 
stick ? 

6. What do you see in the front part of the picture, or 
just before the two boys ? 

7. What in the back part or just behind the two boys ? 

8. What does the boy who is sitting have in his right 
hand ? 



LESSONS IN LANGUAGE. 



69 



9. Where do frogs live ? 

10. Where do you think this one came from ? 

11. Do you suppose the present condition of the frog is 
pleasant ? Why ? 

12. What would you advise the boy who is holding the 
frog to do with it ? 

13. What do you imagine those boys are saying to each 
other ? Write out their conversation in full. 

14. Please give a name to each boy. 

15. Read what you have written. Copy. 







LESSON LIX. 

A PICTURE. 

1 . Where are the two boys in this picture ? 



70 LESSONS IN LANGUAGE. 

2. What is the position of each ? 

3. Are they in the same place by the river that they were 
in the last picture ? 

4. How do you know ? 

5. Does each boy have a stick here ? 

6. Which one does have a stick ? 

7. In which hand does he hold it ? 

8. Where is the frog now ? 

9. What is the frog doing ? 

10. What living things besides frogs can swim? 

11. Do frogs and fishes swim alike ? 

12. What is the difference ? 

13. Do frogs and boys swim alike ? 

14. Which seems nearest you, the frog or the boys ? 

15. Put your hand on the picture and see if it is really so. 

16. How does the water look directly under the feet of 
each boy. 

17. Do you know what we call such dark places ? 

18. What other objects in the picture cast a shadow? 

Unite what you have written, and whatever else you may 
think proper, into a story and copy it in your blank-book. 






LESSONS IN LANGUAGE 



71 




LESSON LX. 

THE CONDOR. 

1. Have you ever seen a Condor ? 

2. Do you know where its home is ? 

3. What is there peculiar about the appearance of its head and 
neck ? 

4. What do you think of its size ? 

5. How many toes upon each foot ? 

6. What is the shape of its bill? 



72 



LESSONS IN LANGUAGE. 



7. What kind of food do you think that bill is best fitted for ? 

8. Of what color is the Condor ? 

9. Write answers to all these questions. 

10. Consult books, and learn all you can about the Condor. 

11. What does Geo. D. Prentice say of the Condor in his beau- 
tiful poem, The Closing Year 2 




LESSON LXI. 

SIBERIAN CHILDREN. 

1. Do these children look like your brothers and sisters ? 

2. Look at your sisters eyes. Do they slant as these children's 
eyes do ? 

3. Has your sister such a round, cherry like chin as these 
children have ? 

4. How do you like their lips? 

5. What do you observe about their ear-rings ? 
■ G. What country is their home ? 

7. Do you think they have intelligent faces ? 

8. What, do you know about the country of Siberia ? 

9. Learn all you can about the country and its people, and write 
your composition. 



LESSONS IN LANGUAGE. 



73 




LESSON LXH. 

A CANAL. 

1. Name all the objects you can see in this picture. 

2. Tell what each one is doing, or in what position it iff. 

3. What is the whole a picture of? 

4. How does a canal differ from a river ? 

5. What is that across the river ? 

6. What is the use of canals and bridges ? 

7. What do you see at the foot of the hill beyond the grove ! 

8. Do you think it a pleasant place to live ? 

9. Mention some noted canals. 



74 



LESSONS IN LANGUAGE. 



10. Are there many being built now ? 

11. Other questions will suggest themselves to the teacher. 

12. Write a nice composition about canals. 




LESSON LXIII 



SAVAGE LIFE. 



Notice, carefully, each object in the picture, write its name, 
describe all that is odd or peculiar about it. 

Write your impressions in regard to the kind of life these peo- 
ple lead, their habits, culture, food, occupations, attention to busi- 
ness, the countries they now inhabit, and whether the people are 
on the increase or decrease. 

By careful study of this picture, you will be able to write a fine 
story. 



LESSONS IN LANGUAGE. 



75 




LESSON LXXV. 



GATHERING SUGAR CANE. 

The author having pretty fully illustrated the method of using 
these pictures, desires now to throw the teacher and pupils on 
their own resources. He will suggest, however, that at the close 
of each recitation, the teacher should spend a few minutes in 
directing the examination of the next picture. Great care should 
be taken to not violate that fundamental law : Never tell a child 
r:hat you can lead him to discover for himself. 

After having gleaned from the pictare all you can, information 
and appropriate anecdotes and illustrations may be gained from 
books, or other available sources. 



76 



LESSONS IN LANGUAGE. 




LESSON LXV. 

THE OSTRICH. 

To the Pupil. — Whatever knowledge is presented to you, should 
be presented in such a manner, that the act of acquiring it will 
enrich your mind as much as the possession of it, 

To read this picture for you, would rob you of both a pleasure 
and a benefit. Therefore, I leave you to study it well and write a 
composition. 



LESSORS IN LANGUAGE. 



77 




LESSON LXVI. 

THE LION KING OF BEASTS. 

The lion, in this picture, appears to have just risen from his 
sleep. 



78 



-LESSONS IN LANGUAGE. 




LESSON LXVII. . 

ILLUSTRATING THE INTELLIGENCE OF ANIMALS. 

Suppose the house you see to be a church, and the old lady to 
be blind, what do you think the whole picture represents ? 



LESSONS IN LANGUAGE 



79 



i|f% 




gz^rnm^ 



LESSON LXVIIL 

A TEAM OF SNAKES. 
Showing docility in animals. 




LESSON LXIX. 

TRAINED FLEAS. 

For additional information the teacher is referred to Intelligence 
of Animals, one volume of the Illustrated Library of Wonders, 
published by Messrs Chas. Scribner & Co., N. Y. 



80 



LESSONS IN LANGUAGE. 




LESSON LXX. 

OF THE ELEPHANT. 

Hints. — Elephant in a barn ; dog and elephant great friends ; 
boys outside the barn tease the elephant by pulling dog's ears, 



LESSONS IN LANGUAGE. 



81 




LESSON LXXI. 



LESSONS IN LANGUAGE. 



83 




LESSON LXXIIL 

This beautiful picture coutains enough that is suggestive, to 
mploy the student more than one day. Study it attentively, and 
rite carefully the thoughts which it suggests, and you will find 
mt your mind has been greatly enriched thereby. 




LESSON LXXIV. 

ELEPHANT ACTING AS NURSE. 



The pupil may also include in his composition a pretty full 
description of elephants, their form, size, color, habits, traits of 
character, countries they inhabit, use to man, and give additional 
anecdotes. 



To the Teacher. — The object of the following lessons is 
to teach the pupil to notice carefully what he is reading, and 
then to reproduce the substance in his own words. But few 
lessons are given, since they can readily be supplied by the 
teacher at pleasure. With the book open before the child, 
the teacher may ask the questions, and then, the book being 
closed, require that the answers should be written. Such 
exercises will be found very profitable. They cultivate the 
powers of observation, and give command of language. 



LESSONS IN LANGUAGE. 85 

LESSON LXXV. 

THE BEE AND THE CHILD. 

1. " Pretty Bee, pray tell me why, thus from flower to 
flower you fly, culling sweets the livelong day, never leaving 
off to play." 

2. " Little Child, I'll tell you why, thus from flower to 
flower I fly. Summer flowers will soon be o'er. Winter 
comes, they bloom no more. Finest days will soon be past. 
Brightest suns will set at "last." 

QUESTIONS. 

1. Who asks the question in the first paragraph ? 

2. Of whom does the child ask it? 

3. Write on your slate then, The Child says to the Bee. 

4. What does the child ask ? 

5. What is the first question ? Ans. Why do you fly from flower 
to flower ? 

6. Suppose you were to write this upon your slate immediately 
after what you have written there, what mark should precede it ? 

7. What is the second question ? Ans. W r hy do you cull sweets 
all the day long ? (Cull means to gather.) 

8. Write on your slates, Why do you gather sweets all the day 
long ? 

9. What is the third question ? Write the answer on your slates. 

10. Who speaks in the second paragraph ? 

11. Write on your slates, The Bee says to the Child . 

12. What does he say ? 

13. How many reasons does he give for being so industrious ? 

14. Give the first, If you were talking, would you say, "Sum- 
mer days will soon be o'er." 

15. Write it with the proper marks on your slates. 

16. What is the second reason ? Ans. Because when winter 
comes . Write. 



86 LESSONS IN LANGUAGE. 

17. What is the third reason ? Ans. The fine days . Write. 

13. What is the fourth reason ? Ans. The brightest . 

19. Read what you have written. 

THE BEE AND THE CHILD. 

The Child says to the Bee : " Why do you fly from flower to 
flower ? Why do you gather sweets all day? Why do you never 
stop and play ? " 

The Bee said to the Child : "I will tell you why I fly from flower 
to flower. Summer will soon be gone. When Winter comes the 
flowers will not bloom any longer. The brightest sun must set 
some time. 

1. What is a direct quotation ? 

2. How should a direct quotation be written ? 



LESSON LXXVI. 

THE MONKET AND CAT. 

Some sweet potatoes are baking in the embers of a fire- 
place. A cunning monkey is anxious to feast upon them ; 
but he does not know how he can get them out without 
burning himself. Presently, however, an idea strikes him. 
Puss is dozing, as usual, near the fire-place, and, without her 
consent, he seizes her in such a way that she cannot help 
herself. He then takes her paw and with it he pulls the 
potatoes out of the burning embers. 

Have the pupils first give oral answers to the following and 
similar questions. After due criticism, have the answers written 
on the slates. If proper, combine them as in preceding lessons. 

1. What is the story about ? 

2. Where are the monkey and cat? 



LESSONS IN LANGUAGE* 87 

3. What is each doing ? 

4. Which animal is the most profitably employed ?• 

5. What are said to be in the fire-place ? 

6. What are embers ? 

7. What does this mischievous monkey desire to do ? 

8. What prevents him from doing what he desires ? 

9. What does it say strikes him ? (An idea is a thought.) 

10. What does he do to the cat ? 

11. In what way do cats revenge themselves when injured ? 

12. Did this cat scratch ? Why not ? 

13. How did the monkey at last secure the potatoes ? 

14. Read what you have written. Copy. 

LESSON LXXVIL 

THE BOY AND DOG. 

An idle boy was one day sitting on some steps with a stick 
in one hand, and a piece of bread and butter in the other. 
As he was eating his bread, he saw a dog lying near hiiii, 

and called out : " Come here, fellow ! " 

i 

1. About whom is the story ? 

2. Do you think there are many such boys in the world ? 

3. Where was this idle boy ? 

4. What did he have in each hand ? 

5. Of what use was the stick ? 

6. Of what use was the bread and butter ? 
I 7. What was he doing with each ? 

8. Do you think he worked hard ? 

9. Was his work pleasant or unpleasant? 

10. What did he see near him? 

11. What did he say to the dog? 

12. Do we generally call a dog. fellow ? 

13. What would you have called him ? 

1. In how many ways is an apostrophe used? 



88 



LESSON LXXVIII. 

THE boy and the dog. — Continued. 

The dog hearing himself kindly spoken to, arose, pricked 
up his ears, wagged his tail, and came up. 

The boy held out his piece of bread and butter, and as the 
dog was about to take it. the naughty fellow struck him on 
the nose with a stick, which he had in the other hand. The 
poor dog howled, and ran away as fast as he could. 

1. What did the dog do when he heard the boy's words ? 

2. Why did lie do so ? 

3. Would he have acted thus, if the boy had spoken in a harsh, 
cross manner ? 

4. What effect have kind words on men and animals ? 

5. What did the hoy hold out when the dog came near ? 

6. Did the dog think he was in earnest in his offer ? 

7. Was the hoy in earnest ? 

8. What did the boy do when the dog attempted to eat the bread 
and butter ? 

9. How did the dog show he was in pain ? 

10. Did he remain long where the boy was ? 

11. Which do you think was the nobler animal, the boy or dog? 

Punctuate the following: 

Yes said the boy to be sure I would. 



LESSOX LXXIX. 
THE boy AND the bog. — Continued. 

The cruel boy laughed heartily at the trick he had played. 
At this moment, a man on the other side of the street, who 
had been watching him. called to the boy. and showing him 



LESSONS IS LANGUAGE. 89 

a half-dollar, asked him if he would like to have it. :i V 
said the boy. ; - to be .sure I would/' - Come and get it, 
then," said the man. 

1. What did the boy do when he saw the dog running away? 

2. What kind of a boy doen the story gay he ■•■• 

3« Do you think it right to call him cruel I 

4. Should he not have been called kind for offering the bread 
and butter ? 

5. Who was on the other side of the street all the time? 

6. What had this man been doing? 

7. After the man had called to the boy, what did he show him ? 

8. What question did he ask ? 

9 Do you think the boy was foolish to answer as he did? 

10. What would you say if some man were to offer you a half- 
dollar? 

11. What d o y o u s e e b e t w e en A a // a n d dolla r ? 

Write this part of the story in your own language. 
1. Where should a hyphen be used? 



LESSON LXXX. 
the boy and the dog. — Continued. 

The boy ran to him. and stretched out his hand for the 
money, when the man gave him such a rap over the knuckles 
with his cane, that he roared with pain. "Why did you do 
that?'' said the boy. grinning and rubbing his knuckles 
" I did not hurt you or ask you for money. " 

1. What was the boy's first movement ? 

2. What was the second ? 

3. Did he get the mom 

4. What did the man give him instead ? 



90 LESSONS IN LANGUAGE. 

5. With what did he hit him ? 

6. How did the rap affect the boy ? 

7. Which do you suppose felt the greater pain, the boy or the 
dog? 

8. What question did the boy ask of the man ? 

9. How did he act while he was asking the question ? 

10. Do you like to see boys grin ? 

11. Which part of the hand is the knuckle ? 

Write this part of the story in your own language. 
1. Where should a comma be used ? 



LESSON LXXXI. 

THE BOY AND the DOG. — Continued. 



" Why did you strike the poor dog just now ? " said the 
man. " Had he hurt you or asked you for bread ? I have 
served you just as you served him." 

The bad boy hung his head, and seemed very much 
ashamed ) and I have never heard of his playing any cruel 
tricks since. 

1. How many questions did the man ask of the boy ? 

2. What was the first ? The second ? The third ? 

3. How did the man say he had treated the boy ? 

4. Is it right to treat other people as they treat us ? 

5. How should we treat other people ? 

6. What says the Golden Rule ? 

7. How did the boy act ? 

8. How do you think boys generally feel when they hang their 
heads ? 

9. Was this a good lesson for him ? 

10. What does the story say was never heard of him after that ? 

1. Where should a period be used ? 






LESSONS IN LANGUAGE. 91 

The object of the following lessons is to enable the pupil, 
by a few pointed and well-directed questions, to change the 
rhyme in the text to simple prose of his own. Have the 
pupil give answers to the questions, orally, first, Then have 
all the pupils write the most suitable answers on their slates. 
Correct and copy as in the preceding exercises. 



LESSON LXXXII. 
mary's lamb. 
Mary had a little lamb, 

Its fleece was white as snow; 
And everywhere that Mary went 
The lamb was sure to go. 

QUESTIONS. 

1. What is the name of the little girl about whom we are writing ? 

2. What did she own ? 

3. How do you think it came into her possession ? 

4. What is said about its fleece ? 

5. Do you think snow is beautiful? 

6. Did this lamb love Mary ? 

7. How do you know that it did ? 

8. Would you think a lamb loved you very much if it followed 
you all about ? 

The answers combined will make a composition similar to 
the following : 

MARY AND HER LAMB. 

The name of the little girl about whom we are writing is Mary. 
She owned a little lamb. We are not told how this lamb came into 



92 LESSONS IN LANGUAGE. 

her possession. Perhaps, some one gave it to her. This lamb 
must have been very pretty. We read that its fleece was as white 
as snow ; and I think snow is very beautiful. This lamb loved 
Mary very much. I know it loved her, because it followed her 
up stairs and down stairs, and everywhere she went. I should 
think a lamb loved me very much if it followed me everywhere. 

A few well-directed questions might bring about a union 
of sentences, when the composition would read as follows : 

Mary, the little girl about whom we are writing, owned a little 
lamb. We are not told how the lamb came into her possession, 
but suppose that it was given to her. The lamb must have been 
very pretty, for we read that its fleece was as white as snow ; and 
I think that the pure snow is very beautiful. The lamb loved Mary 
very much. I know it loved her, because it followed her up stairs, 
down stairs, and in my lady's chamber ; in fact, it went every- 
where she went. I should think a lamb loved me very much if it 
followed me everywhere. 



LESSON LXXXIII. 

MARY AND HER LAMB. 

It followed her to school one day, 

Which was against the rule ; 
It made the children laugh and play, 

To see a lamb at school. n 

1. Of what offence was this lamb guilty one day? 

2. Were lambs allowed to go to school in those days ? 

3. Are they allowed to go now ? 

4. What do lambs do ? 

5. Are not the green fields a school for them ? 

6. How did all the children act when they saw the lamb in the 
school-room ? 



LESSONS IN LANGUAGE. 93 

7. Don't you think they were very silly to laugh at so trifling a 
thing ? 

8. Would you laugh if you were to see a lamb at school? 

9. Read what you have written. Copy. 

1. Correct. 

The wolf said to the lamb, you are a rascal. 



LESSON LXXXIV. 

MARY AND HER LAMB. 

And so the teacher turned him out, 

But still he lingered near \ 
And in the grass he fed about, 

Till Mary did appear. 

1. What impolite act did the teacher commit ? 

2. Do you think the lamb felt badly when it was treated so ? 
3.-W>y do you think so ? 

4. What did he do while he was lingering near ? 

5. Are boys and girls ever turned out of school ? 

6. Are they dismissed for the same reason that the lamb was? 

7. How long did the lamb stay near the school-house 9 

8. What does this long waiting prove ? 

1. For what is the apostrophe used ? 



LESSON LXXXV. 

" What makes the lamb love Mary so/ r 

The little children cried ; 
" Mary loves the lamb, you know," 

The teacher quick replied. 



94 LESSONS IN LANGUAGE. 

If you, like Mary, are but kind, 
And feed the lambs with grass, 

Their love and friendship you will find 
Are constant to the last. 



1. What question did the children ask of the teacher ? 

2. What was the teacher's reply ? 

3. What, then, do we find was the secret of the lamb's great love 
for Mary ? 

4. Do you think that if we love persons, those persons will be 
apt to love us in return ? 

5. What did the teacher add further to explain the lamb's love 
for Mary ? 

1. Where should an interrogation point be used ? 

2. Where should an exclamation point be used ? 






LESSON LXXXVI. 
Change the following into prose : 

The Wasp and the Bee. 

1. A Wasp met a Bee that was just buzzing by, 
And he said : " Little cousin, can you tell me why 
You are loved so much better by people than I ? 

2. " My back shines as bright and as yellow as gold, 

And my shape is most elegant, too, to behold ; 
Yet nobody likes me for that, I am told." 

3. u Ah ! friend, " said the Bee, "it is all very true, 

And were I but half as much mischief to do, 
Then people would love me no better than you! y 
1. What kind of a quotation do we find in the last stanza ? 



LESSONS IN LANGUAGE. 95 

LESSON LXXXVII. 

The Wasp and the Bee. 
Change into prose. 

4. " You have a fine shape, and a delicate wing; 

You are perfectly handsome, but then there's one thing, 
They never can put up with, and that is your sting/' 

5. " My coat is quite homely and plain, as you see, 

Yet nobody ever is angry with me, 
Because I'm a useful and innocent Bee." 

MORAL. 

From this little lesson let children beware. 

For if, like the wasp, they ill-natured are, 

They will never be loved, though they're ever so fair. 

1. How many lines do we find grouped together here ? 

When several lines of poetry are grouped together, we call the group 
a stanza, 

2. How does the last stanza differ from those that precede it? 
It contains a lesson that we are to learn from the story. 

3. Because it contains such a lesson, we call it a moral. What 
is a moral ? 



LESSON LXXXVIIL 

DEEDS OF KINDNESS. 

Change to prose : 

1. Suppose the little cowslip 

Should hang its golden cup, 
And say, " I'm such a tiny flower, 
I'd better not grow up :" 



96 LESSONS IN LANGUAGE. 

How many a weary traveler 
Would miss its fragrant smell ; 

How many a little child would grieve 
To lose it from the dell. 

2. Suppose the glistening dew-drop 
Upon the grass should say, 
" What can a little dew-drop do ? 
I'd better roll away : " 
The blade on which it rested, 

Before the day was done, 

Without a drop to moisten it, 

Would wither in the sun. 



LESSON LXXXIX. 

DEEDS OF KINDNESS. 

Change into prose : 

3. Suppose the little breezes 

Upon a summer's day, 
Should think themselves too small to cool 

The traveler on his way ; 
Who would not miss the smallest 

And softest ones that blow, 
And think they made a great mistake 

If they were talking so. 






LESSONS IN LANGUAGE 97 

4. How many deeds of kindness 

A little child can do. 
Although it has so little strength. 

And little wisdom too ; 
It wants a loving spirit. 

Much more than strength, to prove 
How many things a child may do 

For others by his love. 

LESSON XC. 

PARENTHESIS AND DASH. 

1. The boy became — well, I'll not tell the rest of the 
story. 

2. He lived at street. 

3. How many mistakes, (as you know.) people make. 

QUESTIONS. 

1. Copy the first two sentences on your slate. 

2. After the word became, in the first, and at. in the second, what 
kind of a mark do you see ? 

8. Make one like it on your slates. 

4. Is it a hyphen? 

5. Is the first part of the first sentence complete ? 

The mark after the word became, is called a dash, and is used 
because the sentence is broken and incomplete. It is used after 

I at in the second, because the name of the street has been purposely 
' omitted. 

"). When is a dash used ? 

The dash is used to denote the intentional omission of icords 
7. In the next sentence, what new marks do you observe ? Make 
ne like them. 






98 LESSONS IN LANGUAGE. 

8. Could the words inclosed by these marks be omitted without 
destroying the sense ? 

These marks, ( ), are called a parenthesis. Words that are not 
necessary to the sense may be enclosed in a parenthesis. 

To the Teacher. — As a valuable exercise at this stage 
of development, select an incident or story and read it to your 
pupils. After you have read it require them to re-write it 
in thek' own language. The exercise is more profitable than 
those preceding, since the children must not only exercise 
their memory, but also make their own sentences. 



LESSON XCI. 

SNOW. 

1. Write six sentences about snow. 

1. Snow comes in winter. 

2. I sometimes wish it came in summer. 

3. It is beautiful and pure when it falls, but soon becomes 
dark and soiled. 

4. Boys and girls use it to make snowballs. 

5. Men and women use it for sleigh-riding. 

6. The plants use it for a blanket to keep them warm. 

2. Re-write, combining the first two sentences. 

3. Copy the second. 

4. Combine in one the last three. 

5. Is the snow more useful to plants or to men ? 

6. Write the answer to this question. 

7. Read what you have written. 



LESSONS IN LANGUAGE. 99 

SNOW. 

Snow comes in winter, but I sometimes wish it came in summer. 
It is beautiful and pure when it falls, but soon becomes black and 
dirty. 

Boys and girls use it to make snowballs, men and women use it 
for sleigh-riding, and it serves the little plants as a blanket to keep 
them warm. 

I think it more useful to plants than to men. Copy. 



LESSON XCIL 

BOYS. 

1. Write six sentences about Boys. 

2. Combine as far as possible. 

3. Read and copy. 

1. When should an apostrophe be used? 

2. Give three uses of the hyphen. 

3. For what is the dash used ? 



LESSON XCIIL 

1. Write six sentences about Girls. 

2. Write six sentences about Balls. 

3. Write six sentences about Clocks. 

4. Write six sentences about Ink. 

5. Write six sentences about Pins. 

6. Combine in one, as far as possible, the six sentences 
about Girls. 

7. Combine those and the ones about Balls in one pro- 
perly connected composition. 



100 LESSONS IN LANGUAGE. 

LESSON XCIV. 

LETTER-WRITING. 

To the Pupil. — No part of jour education deserves more 
careful and persistent attention than Letter- writing. 

Your success in life will depend so much upon your ability 
as an efficient correspondent, that we feel warranted in invit- 
ing you to make a special effort. Every person should be 
able to write an elegant letter, properly arranged, correctly 
spelled, and neatly written. 

The boy or girl who can readily compose a nice letter, 
write it in a beautiful, free, and legible hand, without blots 
or scratches, arrange it accurately, and clothe it in appro- 
priate language, has greater security for his introduction to 
the path to usefulness and profit than though he possessed 
both wealth and influential friends. 

This valuable exercise may profitably be used daily for 
weeks. The range of subjects is broad, and patient training 
will pay a rich reward. 

Through the kindness of M. D. L. Hayes, Esq., associate 
author of the elegant Spencerian System of Penmanship , we 
are able to furnish you the following finely engraved letter 
as a model. 

We hope you will study it carefully, and scarely rest 
satisfied with your efforts until you are able to very closely 
imitate it. 







/ / / 

) 
J 










t4^/ 





^ 



LESSONS IN LANGUAGE, 103 

QUESTIONS. 

1. What is written on the first line ? 

2. On which part of the first line are these words written ? These 
words taken together form the date. 

3. What do you find in the date ? The name of the city or town, 
the name of the month, the day of the month, and the year. 

When the place is not well known, the name of the State should 
be included also. 

4. What do you find between the name of the city and the name 
of the month ? 

5. What do you see between the day of the month and the 
number of the year ? 

6. What is placed at the close ? 

7. What would this date say if it were written out in full ? It 
would say : This letter was written at New York, on the first day 
of February, in the year eighteen hundred and seventy-one. 

8. Copy this date correctly, and in the right place, on your 
slates. 

9. Date a letter from Chicago, the fifth day of July, in the year 
eighteen hundred and seventy. Copy the date in your books. 



LESSON XCV. 

A LETTER. 

1. In the letter in last lesson, what words follow the date ? 
We call the words, "My dear Mother" the introduction. 

2. Where is the introduction written ? The introduction is 
written at the left end of the line below that on which the date is 
written. 

3. How many capital letters do you find in it ? 

4. What pause follows the introduction ? 

5. Is the introduction to all letters the same ? They are not, but 
the above is one frequently used. 

6. Mention some other forms of introduction. Dear Sir, 
Respected Sir, Gentlemen, Friend John, Kind Friend, etc. 



104 LESSONS IN LANGUAGE. 

7. How many parts have been mentioned as belonging to a letter ? 
Two parts of a letter have been mentioned, the date and the 
introduction. 

8. Write upon your slate the date you copied in your last lesson, 
and then write the proper form of introduction for a letter to your 
sister. 

9. Read what follows the introduction in the letter. This part 
we call the body of the letter. 

10. Where does the body of the letter begin ? The body of the 
letter begins on the line below the introduction, and a very little 
to the right of it. 

11. Write a short letter to your sister. Copy the introduction 
and body. 



LESSON XCVL 

A LETTER. 

1. What words follow the body of your letter? This part we 
call the close, since it finishes the letter 

2. Do all letters close in the same way ? All letters do not close 
in the same way. 

3. Mention some forms that are commonly used. Yours truly, 
Yours affectionately, Yours fraternally, Yours, Yours with love, 
etc. 

4. With what kind of a letter does the close begin? 

5. What pause do you see between the close and the signature ? 

6. Where is the close written ? The close is written on the next 
line below the body. 

7. Where is the signature written ? The signature is written on 
the line below the close, and a little to the right. 

8. Correct the following. Tell what part of the letter each is. 

new Orleans May 4 1850 
my Dear cousin 

ever your friend jane Howe. 
- 9. Copy the model letter, page 101, in your blank-book. 






LESSONS IN LANGUAGE. 105 

LESSON XCVIL 

A LETTER. 

1. Read what you find below and to the left of the signature. 
This part we call the address. 

2. What is written in the address ? In the address are written 
the name of the person to whom the letter is about to be sent, and 
the name of the city and State in which he lives. It may also 
include the name of the street and number of the house. 

3. What is written in the first line of the address ? 

4. Where is this first line written ? 

5. What do you see in the second line ? 

6. Notice how it is punctuated. 

7. What do you notice at the close of all abbreviations ? 

8. What pause follows the name ? 

9. What after the name of the city ? 

10. What at the close ? 

11. Address the letter you have written in your books to Henry 
Gibson, No. 248 Ohio st., Des Moines, Iowa. 

12. Correct the following address : 

mary jones 54 Bond st N. Y. 

13. How many parts of a letter have we had ? 

14. Name them. 

1. The date, 4. The close, 

2. The introduction, 5. The address. 

3. The body, 

Note. — Unvarying models or directions for letter-writing cannot be given. Dif- 
ferent circumstances admit a variation of ordinary forms of introduction and clone. 
The punctuation employed by good letter-writers, is not always uniform. We only 
propose here to give some forms that are proper under ordinary circumstances. 

When the introduction consists of a single expression, as, My dear Mother, it is 
generally followed by a colon; but when it consists of two, as, John Smith, Esq., 
Dear Sir ; a comma follows the first one, and a colon the second one. 

Business men admire short, pointed, clear and respectful letters, confined to the 
subject. They have neither time nor inclination to read about the state of the 
weather or other matters foreign to the one under consideration. These letters 
should be written with great care, so as to admit of but one meaning. A want of 
care has often produced ludicrous bluuders and serious results. An order for two 
Pounds of paint, as a sample, was filled by sending two barrels. 



106 LESSONS IN LANGUAGE. 

LESSON XCVIII. 

BUSINESS LETTER. 

Chicago, July 1, 1871. 
Alex. McNie, Esq., 

Winona, Minn., 

Dear Sir, 

********** 

Yours truly, 

Hadley Brothers. 

QUESTIONS. 

1. To whom is this letter addressed ? 

2. Where is the address written ? 

3. Where was it written in the preceding letter ? 

4. Is there any difference in the manner of writing the dates in 
the two letters ? 

5. Is there any in the manner of writing the close and the 
signature ? 

6. Then wherein does the only difference consist ? 

The form of commencement of this lesson, is a common form for 
business letters. The form given before is a common form for 
letters of friendship. 

7. Write the date, introduction, address, close and signature of 
a business letter. 

8. Of a letter of friendship. 

9. Put proper marks in the following : 

Chicago June 27 1871 
Prof A C Shortridge 

Indianapolis Ind 

Dear Sir 

#.#*•*■■*■#'# 
Very respectfully yours 

Thomas Charles 



LESSONS IN LANGUAGE. 107 

LESSON XCIX. 

A LETTER. 

1. At this point, is your letter ready for the Post Office ? 

2. What is the next thing to do in order to prepare the letter for 
the mail ? It must be folded. 

3. How do you fold a letter ? If it is note paper, and of the 
width of the envelope, fold the lower third up and the upper down. 
(The teacher can easily show the child). 

5. What do you do after the letter is folded ? After it is folded, 
we put the letter into the envelope, and seal the envelope. 

6. Now that the envelope is sealed, what next ? 

That which we write on the outside, we call superscription. 

7. How does the superscription on the outside differ from the 
address within ? 

8. What is the sixth part of a letter ? 

9. Name all the parts of a letter. 

1. The date, 4. The close, 

2. The introduction, 5. The address, 

3. The body, 6. The superscription. 

See the superscription on page 102. 

10. Where should the superscription be written ? The super- 
scription should be written in the middle of the envelope. 

11. What marks should be used with it? The same marks 
should be used in the superscription that were used in the address. 

12. Draw an envelope, and write the superscription of your 
letter in your book. 

13. But still your letter is not ready for the Post Office ? Who 
can tell what else it needs ? A stamp. 

14. Who can tell where the stamp should be placed ? The stamp 
should be placed near the upper right-hand corner. 

15. Who can tell why it should be placed there ? Because it is 
more convenient for the post-man to look over the letters when the 
stamps are all in the same place. 

16. Mark the place for the stamp on your letter, in your book. 

Again, we say to teacher and pupil, be patient. Practice 



108 LESSONS IN LANGUAGE. 

letter-writing, as a daily exercise, until each pupil can write 
and arrange a beautiful and correct letter. Once well learned, 
it becomes a treasure for use during a life-time. 



LESSON C. 

A LETTER. 

1. Write the following correctly. Name the parts. 

Peori ill jan 5 1868 dear mary i received your letter a 
week ago and intended to answer immediately. But there 
were five hundred and one things to claim my time and 
attention so that I beg you to blame the five hundred and 
one things and not me. The weather with us is cold and 
we begin to think winter has come in earnest. In haste your 
friend John. Mary smith pittsburg penn. 



LESSON CI. 

A LETTER. 

Write a neat letter to your teacher. 



LESSON OIL 

NOTE OF INVITATION. 
,=v^i4. %e.n,e6.' & camfi/twie'n'fa fa e=/fct&& *=j0tawnj and 
leat*e&& t/i& fi/ea&ti&e o-jf net cvmAanM £& €e<Z; / J1 / ecCne&acitf 
eve*tt<n<y, ^Qr/iti/ &, eft >Y a cfac/z,. 



LESSONS IN LANGUAGE. 109 

1. Read the heading. 

2. By whom was the above written ? 

3. Is there a signature ? 

4. How do you know that it was written by Mrs. Jones ? 

5. For what purpose was the note written ? 
Because it was written to invite Miss Brown to tea, we call it a note 

of invitation. 

6. Where is the date written ? 

7. Of what does the date consist ? 

8. Why is there no signature ? 

9. In the expression o'clock, what do you call the character 
between o and c ? 

10. Where should an apostrophe be used ? 

11. Is it used here to denote an omission or the possessive case ? 
The expression is of the clock, so that / and the have been 
omitted. A note of invitation should be written across the middle 
of the page. 

12. Write your teacher an invitation to Thanksgiving dinner. 



LESSON cm. 

NOTE OF ACCEPTANCE. 
e=/VCi&4. e=/$ifi»ww acce/itd. iuvt/h ^b/ect&tii,e <=/vC4>6.. j^o.'n.eA. A 
fetitd t*t<u.tta,ttaM, to tea,, ^tectoied-t/cty wentnaj <=Q^£. 3. 
<=£ytce&c/<zy; cJ^PAu/ gj f§(5§. 

NOTE OF REGRET. 
^=/0Ct4& e=%tlatvn A camtt,/t,vnen,t& to. ^=/$?l&. 'jpaneA., ant/ 
iepleA t/iat t//ne&& wi'// not Aelvnit £/te tz/ea&wle ojf /tet 
ctccetitinq, t/ie, Atnel invttatton jfoi. ^fi^ecAieAc/art evenvn<r. 



110 LESSONS IN LANGUAGE. 

QUESTIONS. 

1. Read the two notes above. 

2. What is the difference between them? 

3. What is the first called ? 

4. What is the second called ? 

5. Where is the date written in each ? 

6. Is there a signature ? 

Notes of acceptance or regret, like those of invitation, should be 
written across the middle of the page. 

7. Write a note of invitation, a note of acceptance, and a note of 
regret. 



LESSON CIV. 

a promissory note. 

$800.00. New York, Aug. 4, 1869. 

Six months from date, for value received, I promise to pay 
to the order of John Jones, eight hundred dollars, with 
interest. 

William Field. 

questions. 

1. Of how many parts does the above note consist ? 

2. Where is the date written ? 

3. How many times is the amount written ? 

4. Where is it first written ? 

5. How is it written there ? 

6. What follows the amount written in figures ? 

7. How is the amount written in the body of the note ? 

8. What does " six months from date " mean ? It means that in 
six months from the time the note was dated, the amount must be 
paid. 



LESSONS IN LANGUAGE. Ill 

9. What does " for value received " mean ? It means that Wm. 
Field acknowledges that he has received the value of the $800. 

The above is a promissory note, and is such a writing as you 
would give to any person whom you owe and promise to pay in six 
months. 

10. Write a promissory note for $525.25, due in ninety days. 



LESSON CV. 

RECEIPT. 

$800.00. New York, Feb. 4, 1870. 

Received from John Jones eight hundred dollars, in full 
of account to date. 

Robert Smith. 

questions. 

1. Examine the above receipt. 

2. Of how many parts does it consist ? 

3. What part is omitted that was used in the promissory note ? 
'4. Where is the date written 1 

5. How many times is the amount expressed ? 

6. How is it expressed, then ? 

7. What does "in full of account" mean ? In full of account means 
that John Jones pa}^s Robert Smith all that he owes him. 

The above is called a receipt, and is such a writing as you 
would give a person of whom you had received money, in pay- 
ment of all he owed you. 



112 LESSONS IN LANGUAGE. 

LESSON CVI. 

ADVERTISEMENT. 



<=Jjn.& / lt,uc€tand. avvein, t^t at€ t/ie G^na/ib/i, fatanc/iebj -^J/tt-^tt, 

«==^re.& ^Ot,tct€€a&6. co.'n€cit*tt>n,q, is—C/eisWi&f e,Zc.j 

-£&*»£. £R«6*a <J%*lp, 

QUESTIONS. 

1. Copy the above. 

2. What is the name at the head ? 

3. Of what is it an advertisement ? 

4. How many periods do you see in the text? 

6. What mark should be used after Ave because it is an 
abbreviation ? 

6. What should be used because it is the close of a sentence ? 

7. Are there two periods ? 

8. Then when an abbreviation ends a sentence, how many periods 
are used ? 

9. Where do you see commas ? 

10. Read the first three words. 

These words are placed first because they are the most impor- 
tant. In writing advertisements, we generally place the most 
important word or words first. 

11. Are any words used that could conveniently be omitted ? 
In writing advertisements, use as few words as possible. 






LESSONS IN LANGUAGE. 113 

12. What do you observe under the words "School for Boys." 

13. How many marks do you observe? 

14. How many marks do you observe under the words in the 
next line ? 

15. Why do you place those marks there ? Ask your teacher. 

This is the way the above will appear when put in print. 

SCHOOL FOR BOYS. 
15 Madison Ave., N. Y. 
Instructions given in all the English branches, Latin, 
Greek and German. 

For Circulars containing Terms, etc., 

Address, 

Prof. Robert Seeley, 

15 Madison Ave. 

16. Write an advertisement of a Young Ladies' Institute. 



LESSON CVII. 

ADVERTISEMENTS. 

To Let. — Two very desirable Stores and Houses, Nos. 43 
and 45 Elm st. Apply to W. SMITH, 5 King st. 

Wanted — A First Class Cook, at 15 Cherry st. None 
other need apply. 

Wanted — Pupils in Drawing, by an Artist. Terms $15 
per quarter. Address TEACHER, 17 Beekman st., N. Y. 

questions. 

1. Copy the above as they should be written for the printer. 



114 LESSONS IN LANGUAGE. 

2. Write an advertisement of a house to let. 

3. Write an advertisement of a gardner wanted. 

4. Write an advertisement of pupils wanted by a music teacher. 
This is a useful exercise, and may be extended at pleasure. 



To the Teacher — For the next step in the course, a 
very common exercise may be adopted. Having selected a 
familiar topic, the teacher proceeds to ask suggestive ques- 
tions upon it. The answer to such questions will be written, 
instead of oral. After careful examination and criticism, 
such answers will be properly grouped and copied into the 
blank-book. 



LESSON CVIIL 

RAIN. 

1. What is rain ? 

2 Where does the water come from ? 

3. How does it reach the clouds ? 

4. What is the express train that carries the water from 
the ocean to the sky ? 

5. In what form is it carried ? 

6. Does the Bible tell us when rain was created ? 

7. What is the first account we have of rain ? 

8. Is that account favorable or not ? 

9. Is rain useful ? 

10. In what way is it useful ? 



LESSONS IN LANGUAGE. 115 

The answers to the foregoing questions, properly grouped 
and arranged, form something like the following : 

RAIN. 

We call drops of water, that descend from above, rain. These 
drops fall from the clouds, but for fear you may ask me how the 
water reaches the clouds, I will add that the atmosphere is the 
through express train that carries the water from the ocean or other 
body of water to the sky. It does not, however, ascend in the form 
of water. The sun breathes upon it gently and converts it into 
vapor, which is borne above, and forms clouds. 

The Bible does not tell us when rain was created. The first 
mention we have of rain is the account of the flood. This account 
is very unfavorable indeed, and we are almost inclined to dislike 
rain for the mischief it did then. 

Rain is very useful. It makes the trees, and plants, and flowers 
grow ; it cools the air on a hot summer's day, and seems to revive 
us, as well as Dame Nature herself. 



LESSON CIX. 
RAIN. — Continued. 

1. Are there any places in the world where rain never 
falls ? 

2. What do the people dwelling in those regions do for 
water ? 

3. You have said rain is useful, is it ever injurious ? 

4. In what portion of the world does the greatest amount 
of rain fall ? 

5. Where does the least quantity fall ? 

6. When is rain most refreshing to you ? 

7. Are you fond of rainy days ? 



116 LESSONS IN LANGUAGE. 

8. What is your favorite employment when it is too wet to 
venture out doors ? 

9. Suppose two drops of water, having descended side by 
side, and falling on the water-shed in Minnesota, should be 
separated, one seeking the ocean by the lakes, the other by 
the Mississippi, what do you think they would say to each 
other if they should meet in the ocean ? 



LESSON CX. 

CLOCKS. 

1. Why are clocks so called? Because the first clock 
seemed to cluck like a hen. 

2. Describe a clock. 

3. When were clocks invented ? 

4. By whom were they invented ? 

5. Are clocks useful ? 

6. For what are they used ? 

7. Were the first clocks made anything like those we have 
now ? 

8. What were used before clocks were invented, to denote 
time ? 

9. Where is the largest number made ? 

10. Where is the most noted clock in the world ? 

11. Tell all that is wonderful about it. 

12. What does a clock say to you? 

13. Can you make a clock say what you are thinking of? 



LESSONS IN LANGUAGE. 117 

14. Have you ever seen or heard of Estell's celebrated 
Programme Clock for Schools ? 

15. How does it differ from others ? 



LESSON CXI. 

SHOES. 

1. Of what are shoes made ? 

2. Are all shoes made of the same material ? 

3. Describe a shoe. 

4. What were worn before shoes were known ? 
5 Are shoes subject to the changes of fashion ? 
6. Tell some change that you know. 

7 Of what use are shoes ? 

8. Did you ever hear of another use for them ? 
♦ 9. Tell the story of the "Old Woman who lived in a 
Shoe." 



LESSON CXTL 

BALLS. 

1. What is the shape of a ball ? 

2. Mention some other things that are round ? 

3. Are they exactly the same shape as a ball ? 

4. What is the shape of a ring ? 

5. Is a ring like a ball ? 

6. Tell the difference. 



118 LESSONS IN LANGUAGE. 

7. How many varieties of balls do you know ? 

8. Which kind is most useful ? 

9. Are balls generally useful ? 

10. Upon what do you and everybody else live ? 

11. What is its shape ? 

12. Is not that really the most useful ball that you know ? 

13. Why is it most useful ? 

14. Which ball is a greater favorite than all others ? 

15. Why? 

16. How are balls made ? 

17. By whom are they made ? 

18. Which is the oldest ball in existence ? 

19. If it could speak what do you think it would say ? 



LESSON CXIII. 

THE RAINBOW. 

1. When the sun shines after a rain, what may be seen in 
the sky ? 

2. Describe the rainbow as it appears to you 

3. What colors may be seen ? 

4. What word do the initial letters spell ? 

5. When only is the rainbow seen ? 

6. What causes the rainbow ? 

7. What is its shape ? 

8. Can you tell why it is circular ? 

9. When was the first rainbow seen ? 



LESSONS IN LANGUAGE. 119 

10. Do you suppose there was a rainbow before the flood ? 

11. Give your reasons for thinking as you do ? 

12. At what time in the day does the rainbow appear ? 

13. Did you ever see one at noon ? 

14. What proverb is there about a rainbow in the night, 
or in the morning ? 

15. Are rainbows only seen after a rain ? 

16. Did you ever see steam or mist upon which the sun 
was shining ? 

At Niagara Falls, when the sun is shining, you can 
scarcely look without seeing a rainbow. 

17. Is the light of the moon powerful enough to produce 
a bow? 

18. What is such a bow called ? 

19. What is the old story about the treasure to be found 
at the end of the rainbow ? 

20. Did you ever search for it ? 

21. Of what should the rainbow always remind us ? 



LESSON CXIV. 

A RIDE TO THE COUNTRY. 

1. When did you leave home ? 

2. What sort of a day was it ? 

3. Who went with you ? _ 

4. What did you see on the way ? 



120 LESSONS IN LANGUAGE. 

5. Which was the most beautiful place you passed ? 

6. How far did you ride before you came to your journey's 
end ? 

7. Where did you stop ? 

8. How long did you stay there ? 

9. Were you pleased with the place ? 

10. Did the ride home seem as pleasant as the ride there ! 

11. What time did you reach home ? 

12. What did you wish when you arrived at home, and 
saw the carriage taken away ? 

A RIDE TO THE COUNTRY. 

We left home at 3 o'clock, on a pleasant afternoon in May. We 
means Father, Mother, Baby Nellie, and myself. The weather 
was delightful. The trees had put on their best green dresses for 
the occasion, and the sky was as clear and cloudless as on those 
matchless days in June. After a ride of a few minutes, we had 
left the city and our home behind us, and were enjoying the green 
fields and the glad songs of the birds. There were many odd 
things to see along the way, and we were quite merry at the ex- 
pense of persons whom we did not know. A small house with a 
projecting roof, reminded mother of a little boy who had on his 
father's hat, while the rickety steeple of a dilapidated church 
made father think of a man who had lost his front teeth, and had 
not yet been to the dentist's to get new ones. Besides these funny 
things, we saw many spots to which Nature had been very kind. 
One I remember, where she had planted wide-spreading elms, and 
then trained delicate vines over the rough bark, that nothing 
unsightly might be visible. A lover of hers, admiring the spot, 
which she had so tenderly remembered, had placed a little white 
cottage in the shade of those friendly trees. So tiny and so cosy 
it looked, that it seemed almost like a bird's house, and I thought 
surely its inhabitants must be happy, I said: " When I am a 
man, I will have just such a house for myself, if I can find just 



LESSONS IN LANGUAGE. 121 

such a place in which to build it. We rode eight miles, and then 
alighted at the hotel in a small village. Here we had tea, to the 
great delight of Baby Nellie, who was not often permitted the great 
privilege of taking tea away from home. The village seemed 
pleasant, and I said it would be nice to stay there all the time. 
But Father did not agree with me. After an hour's rest, we 
started for home. It was now near evening. Things seemed 
changed. There were more people in the road than when we went. 
I suppose it was because the day's work was done, and they were 
going home to supper and to rest. We reached home about eight 
o'clock in the evening. Baby was tired, and Mother said she was 
glad to be there again ; but I could not help thinking, as the car- 
riage was taken from the door, what a nice thing it would be to 
ride always, forever to ride. 



LESSON CXV. 

A RIDE IN A STREET-CAR. 

1. Where did you take the car ? 

2. Who were in it when you stepped in ? 

3. Where do you think they were going ? 

4. What other persons patronized the street-car ? ? 

5. Do you think they came because you were there ? 

6. What amusing things happened ? 

7. What sad things occurred ? 

8. What did the conductor say to you when he came to 
collect the fare ? 

9. Was he cross or pleasant ? 

10. Where did you alight ? 

11. What do you think of street-cars ? 

12. Do you think they ought to run on Sunday ? 



122 LESSONS IN LANGUAGE. 

LESSON CXVI. 

A JOURNEY TO BOSTON. 

Laying aside the questions, write a description of a journey 
to Boston, with regard to the following heads : 

1. Object of the journey, 5. Impressions of the 

2. What route was determined upon, [city? 

3. When and how did you leave home, 6. What you saw in 

4. The nature of the country, [the city. 

In place of Boston, you may substitute any place more 
familiar. 



LESSON CXVII. 

A JOURNEY TO RUSSIAN AMERICA. 

1. Object of journey, 4. An account of R. A., 

2. Route taken, 5. Description of people, 

3. Description of journey, 6, The owners of R. A. 



LESSON CXVIII. 

SUBJECTS. 

1. A Walk to School. 5. A Visit to Mammoth 

2. A Journey down the Mississippi. [Cave. 

3. A Visit to Niagara. 6. A Visit to Mt. Wash- 

4. A Journey around the World. [ington. 



LESSONS IN LANGUAGE. 123 

LESSON CXIX. 

A RIVER. 

See picture, page 83. 

PLAN. 

1. Sources of a river, 6. The use of rivers, 

2. Channel of a river, 7. The beauty of rivers. 

3. Mouth of a river, 8. Resemblance between 

4. The largest river in the world, [a man and a river. 

5. Small rivers, 

1. Sources of a river. The sources of a river are various. 
Some of tlieni have a beginning in a little spring on a mountain, 
where the indication of their presence is the peculiar brightness 
of the green around them. Some rivers are the outlets of lakes, 
and so the lakes become the source. Other rivers spring from the 
union of rivulets, and then we say they are formed by the junction 
of two streams. 

2. Channel of a river. Traveling from the source of a river, 
we soon find that it becomes wider and wider, and that it is 
not so easy to see the bottom as it was when we started. The 
part of a river included between the land on each side, we call the 
channel, and the bottom, that finally becomes invisible, we call 
the bed of the river. 

3. Mouth of a river, etc. 



LESSON CXX. 

PLAN. 

1. Parts, 5. What did people do before 

2. How and by whom made, [ tne y were invented, 

3. Description, 6. Stories, quotations, etc. 

4. Use, 



124 LESSONS In language. 

After the preceding plan, let the pupil write a composition 
upon each of the following subjects : 

1. A Railroad. 4. A Ship. 7. A Clock. 

2. A Canal. 5. A Bridge. 8. A Bell. 

3. The Telegraph. 6. A Watch. 9. A Broom. 



LESSON CXXI. 

Let the pupil write a composition upon each of the follow- 
ing subjects, making his own plan : 

1; A Knife. 3. A Swing. 5. A Pen. 

2. A Drum. 4. A Hoop. 6. A Book. 



LESSON CXXIL 

THE ELEPHANT. 

1. Shape, color, general appearance, 5. In what country are 

2. How found, singly or in groups, [they found, 

3. What they eat in a native state, 6. Are they useful or 

4. Are they wild or tame, [injurious, 

7. Stories. 



LESSON CXXIII. 
After the preceding plan, let the pupil write upon each 
of the following subjects : 



LESSONS IN LANGUAGE. 125 

1. A Cow, 4. A Hen. 7. The Rat. 

2. A Hog. 5. A Cat. 8. The Spider. 

3. An Elephant. 6. A Dog. 9. The Butterfly. 



LESSON CXXIV. 
There is a very pleasing and amusing way to draw out 
children on certain subjects, called the c * Game of Twenty 
Questions." We will introduce it here, since it is not well 
known to all teachers. The teacher says to the pupil, " I 
am thinking of something about which you may ask me 
twenty questions. If, at the end of twenty questions, you 
cannot guess what is in my mind, I will tell you, and you 
must write a composition about it. 

QUESTIONS. 

'1. Is it an animal ? Ans. It is not an animal. 

2. Is it a vegetable ? Ans. It is not a vegetable. 

3. Is it a mineral ? Ans. It is not a mineral. 

4. Is it a solid? Ans. It is not a solid. 

5. Is it a liquid ? Ans. It is not a liquid. 

6. Of what color is it? Ans. It varies in color. Sometimes it 
is pure white, and sometimes it is yellowish. 

7. Is it transparent ? Ans. It is not transparent. 

8. For what is it used ? Ans. It is used for many purposes, so 
many that I cannot tell all of them. I think it is principally used 
in cooking. Animals eat it as well as man. 

9. How would heat affect it ? Ans. Heat would probably make 
it thicker than it usually exists. 

10. What effect would cold have upon it ? Ans. Cold would 
freeze it. 

11. Where is it found ? Ans. It is not found, but may be made 
in almost all parts of the world. 



126 LESSONS IN LANGUAGE. 

12. Who make it ? Ans. It is made by men and women, and 
sometimes by children. 

13. How is it made ? Ans. It is made in many different ways, 
but the principal thing is to keep it in motion. 

14. Where do people keep it? Ans. Since it is a liquid, it 
must be kept in a vessel, and this vessel may be placed almost 
anywhere. 

15. Will it keep long without spoiling ? Ans. No, it should be 
used immediately. 

16. Does it cost much? Ans. No, it costs but little. 

17. How is it sold ? Ans. It is sold by the pint, quart, and 
gallon. 

18. Can you buy it at the stores ? Ans, No, you must go where 
it is made. 

19. Do people generally like it ? Ans. The tastes of people differ 
in this respect. Many like it, and many do not like it. 

20. Do you like it ? Ans. I like it very much indeed. 

Probably, before this time, some one will have guessed 
that you are thinking of " Buttermilk." If not, when the 
twentieth question has been answered, tell them, and then 
require each pupil to write a composition upon this subject. 
The answers given above, will give a composition something 
like the following : 

BUTTERMILK. 

Buttermilk does not belong to the animal, vegetable, or mineral 
kingdom. It is neither a mineral nor a solid, but is classed with 
the liquids. Sometimes it is pure white, and sometimes it is of a 
yellowish hue. Objects cannot be seen through it, so it is not 
transparent It is used for so many purposes that I cannot tell 
you all. Both men and animals use it for food. Heat would make 
it thicker than it is usually found, while cold would freeze it as 
quickly as it does many liquids. Men, women, and children assist 
in making it. It is made in different ways, but the principal object 
is to keep up some kind of motion in it. It is kept in vessels, since 



LESSONS IN LANGUAGE. 127 

it is a liquid, and these vessels may be kept almost anywhere. It 
cannot be kept long, therefore, it must be used almost immediately. 
It is not expensive, and a small or large quantity may be bought. 
It cannot be purchased at the stores, but buyers must go where it 
is made People generally like it, and I am sure I like it very 
much. 

The teacher can give another similar exercise. 



LESSON CXXV. 

PROVERBS. 

Another interesting and profitable exercise is, to give a 
proverb, and have the children write the meaning in their 
own language. If you give the proverb, " Children should 
be seen and not heard/' you will get in return something 
like the following : 

Those persons who are too young to have a settled opinion of 
their own, should, in the presence of those who are older, keep 
silent, and listen to what their elders may say. 

PROVERBS FOR EXERCISE. 

1. The rich and poor meet together : the Lord is the 
maker of them all. 

2. Train up a child in the way he should go : and when 
he is old, he will not depart from it. 

3. A soft answer turneth away wrath : but grievous words 
stir up anger. 



128 LESSONS IN LANGUAGE. 

LESSON CXXVI. 

ILLUSTRATIONS. 

Another pretty and quite interesting exercise is to require 
the children to write an illustration of some subject. The 
following are specimens written by a class of children of 
about fourteen years of age. They were asked to write an 
illustration of an honest school-boy. 

An honest school-boy is like a clock, always moving forward and 
never losing time. 

An honest school-boy is like a silver bell. He is made of the 
true metal and rings the true sound. 

An honest school-boy is like the upward arm exercise, always 
moving upward. 

An illustration of truth was asked for, and the following 
was received : 

Truth is like a ring, it has neither beginning nor end. It always 
was and always will be. 

Truth is like the rain, washing from our conscience all the bad. 

Topics. — A Clear Conscience. 
A Merry Heart. 
A Tried Friend. 



LESSON CXXVII. 

IMPROMPTU EXERCISES. 

To the Teacher. — It is desirable to stimulate rapidity 
of thought, even if it be done at some sacrifice of accuracy. 






LESSONS IN LANGUAGE. 129 

For this purpose we recommend impromptu writing. 
Suppose your class is before you, with paper and pencil in 
hand, and the time to devote to the exercise is thirty minutes. 
You may assign a topic to the class and allow fifteen minutes 
for writing, and fifteen for reading the various productions. 

The author was at one time present at such an exercise, 
when the subject assigned was A Garden. 

The following is one of the compositions produced at that 
exercise. It is printed here without the slightest correction, 
just as it was left by the student at the close of the fifteen 
minutes. 

A GARDEN. 

The garden of which I think first, is, of course, my own. I 
cannot tell you how it looks now, for other hands than mine have 
trained the jessamine over the lattice, and strangers have tended 
the pansy bed. 

In my garden I have my particular favorites, a moss-rose bush 
and a large pansy bed. Sitting under the shade of the apple-tree, 
by the pansies, I talk to them by the hour, and they nod their bright 
little heads and say sweet things to me. The river is but a little 
distance from my garden, and its gentle ripple is always heard, 
adding much to the sweet influence of the spot. 

How many bouquets I have gathered from that garden, for friends 
whom I dearly love. 

Now and then a tiny flower to place in a letter that should tell 
more sweet things than I could write. 

Blue forgetmenots I gather for the graves of those who live with 
the angels, and rose buds for the hair of those who live with us. 
A treasure is my garden, and I am longing for it to-day with a 
tender yearning which shall soon be gratified.* One rose bush in 
my garden makes me sad, so sad, for the first bud which ever 

* It was very near the close of the school-year. 



130 LESSONS IN LANGUAGE. 

opened its white petals to the morning sun, I picked while the dew 
was yet on it, and placed it between the waxen fingers of a dead 
friend. The memory of that morning, when the world without was 
so gloriously lovely, and the world within so dark, and cold, and 
dreary, will linger forever around my white moss rose. 

It seems sacrilege almost to gather a rose from that bush, unless 
it be for the grave of the loved one. 

No spot in the garden holds my attention so long as the apple- 
tree, with the pansies underneath. The sun will struggle through 
the branches, and fleck the golden hearts of the lovely flowers, as 
though the sunbeams, too, love pansies best. 

Jennie . 



So far, the attention of the pupil has been mainly directed 
to acquiring a free use of language ; to expressing his ideas 
in a neat form on paper, and to the observation of some of 
the more common errors of speech — such as might not 
inappropriately be called hereditary. 

To form in the pupil the habit of watchfulness and self- 
criticism, in regard to the language he uses, is of the highest 
importance. This should not be deferred until he has a 
knowledge of the Science of Grammar, but should precede 
it. If left to that time, his habits of speech will have been 
formed, and experience shows that few persons correct those 
habits, although their book-knowledge of the science be 
complete. 

Hence, teach the child the use, and the adult will soon 
acquire the science. 



LESSONS IN LANGUAGE. 131 

LESSON CXXVIII. 

GROUPING WORDS INTO CLASSES. 

We will now proceed to the examination of written lan- 
guage, with the view of introducing the pupil to the study 
of the science. 

Teacher to the Class. — If you were in the midst of a 
large forest, you would observe around you a great multitude 
of trees. These trees are not all of the same kind, yet, by 
examination, we will find that although the number of trees 
is great, the number of different kinds is not large. You 
will observe a great many of one kind, called beech-trees, 
another called oak, another ash, etc., etc. So, if we examine 
the use of each of the great number of words found in any 
book, we shall be able to collect them all into a few groups, 
and give each group a name. 

EXAMPLE. 

Mary loves trees, fields, flowers, and birds. 

Teacher, — How is the word Mary used ? 

Pupil. — It is used as the name of a person. 

T — We will put all the names into one group, and call 
them Nouns. 

T. — How is loves used ? 

P. — It expresses what Mary does. 

T. — Yes, it expresses action, and we call it a Verb. 

For the present we will put all words that express action 
into the class called Verbs. 



132 LESSONS IN LANGUAGE. 

T. — Do you see any other names ? 

P. — Yes ; trees, fields, flowers, birds. 

T. — Right. Put them into the class called Nouns. Are 
there any words left ? 

P. — One, the word and. 

T. — Yes. It is used to connect the words flowers and 
birds, and we call connecting words, Conjunctions. 

Thus, you see that we have already found three groups or 
classes. 

Names, or Nouns.. — Mary, trees, fields, flowers, birds. 
Action-words or Verbs. — Loves. 
Conjunctions. — And. 



LESSON CXXIX. 
GROUPING words. — Continued. 

4 124 1 3 2 5 

The industrious pupil studies long lessons and learns them 

6 

well. 

Teacher. — Select the name-words and put them in the group 
called Nouns. Place a figure 1 above each word that you put in 
this class. 

Pupil — Nouns : Pupil, lessons. 

T. — Similarly, group the action-words or Verbs, and place a 
figure 2 over each. 

P. — Verbs : Studies, learns. 

T. — Connecting words or Conjunctions. 

P. — Conjunctions : And. I place a 3 over it. 

T. — What new classes can you find ? For what is the word 
industrious used ? 



MSSONS IN LANGUAGE. 133 

P. — It is used to express what kind of a pupil studies. 

T. — Yes, it expresses quality ', and we call such words Adjectives. 
Select all the quality- words and place them in the group of Adjec- 
tives. Place a 4 over each. 

P. — Adjectives: Industrious, long, the. 

T. For what is the word them used ? If you should omit that 
word, what word would you use instead of it ? 

P. — The word lessons. 

T. — Yes, and since the word lessons is a noun, and the word 
them is used instead of it, we find a new class used instead of nouns. 
We call such, Pronouns. Place a figure 5 over it, and put it in 
the new class. 

T. — Pronouns : Them. 

T. — What is the use of the word well ? 

P. — It expresses the manner in which the pupil learns his 
lessons. 

T. — Yes, it is added to the verb learns, and expresses manner. 
AVe call such words Adverbs. Place 6 over it, and form a new 
class. 

P.— Adverbs: Well. 

T. — For the present, we will put the little words the, a, an, in the 
class called Adjectives. Therefore, put 4 over the, and put it in 
the proper group. 

Review of groups found : 

1. Nouns. — Words used as names: Pupil, lessons. 

2. Verbs. — Words that express action: Studies, learns. 

3. Conjunctions. — Words that connect : And. 

4. Adjectives. — Words that express quality : Industrious, long, 
the. 

5. Pronouns.— Words used instead of nouns : Them. 

6. Adverbs. — Words that express manner : Well. 



134 LESSONS IN LANGUAGE. 

LESSON CXXX. 

GROUPING WORDS. — Continued. 

8 

The book is on the table. 

8 

The book is over the table. 

8 

The book is under the table. 

Teacher. — Place a book in the position represented by each of the 
above sentences. Which words express the relation of the book 
to the table ? 

P. — The words on, over, and under. 

T. — Yes, such words are said to express relation. They are 
generally placed before nouns or pronouns, and we name the 
group Prepositions. Place 7 over each. 

7. Prepositions. — Words which express the relations of different 
things to each other: On, over, under. 

Alas ! my friend is dead. 

Pshaw ! such words are of no use. 

T. — What is the use of the words Pshaw, and Alas ? 

P. — They express the sudden and strong feeling of the speaker. 

T. — Yes, such words as express strong feeling or emotion, we 
call Interjections. This is our eighth class or group. You 
observe that our only guide for grouping words has been their use 
in the sentence. 



LESSON CXXXT. 

GROUPING WORDS. — Continued. 
As in the forest, all the trees that we call oaks, are not 
exactly alike in all particulars, so, sometimes all the words 
that we throw into one group are not used for exactly the 
same purpose. 



LESSONS IN LANGUAGE. 135 

SENTENCES. 

John was an industrious student, and he is now a fine 
scholar. 

John studies his lessons diligently, and is loved by all who 
know him. 

T. — The word was expresses John as having been industrious ; 
the word is as being a fine scholar. Such words express being, and 
are put with action-words in the class called Verbs. The words, 
is loved, represent John as being acted upon by his friends. We 
also class such words with Verbs. 

Thus, in the sentences — 

John is a good boy, 
John studies his lessons, 
John is loved by all ; 

the word is expresses being, the word studies expresses action, and 
the words is loved express being acted upon, and as they are all 
called verbs — 

A Verb is a word that expresses to be, to act, or to be acted upon. 



LESSON CXXXII. 

SENTENCES FOR EXAMINATION. 

1. The large bird flies swiftly. 

2. The very large bird flies exceedingly swiftly. 

3. The book lies here. 

4. The party started early. 

For what is the word swiftly used ? What word does it ^modify ' 
* Teacher explain meaning of the word modify. 



136 LESSONS IN LANGUAGE. 

In the second sentence, for what are the words very and exceed- 
ingly used ? What words do they modify ? 

In the third sentence, for what is the word here used ? 

What word does it modify ? 

What is the use of the word early ? 

We observe the following facts : 

Swiftly denotes manner and modifies the meaning of a verb. 

Very denotes ^degree and modifies the meaning of an adjective. 

Here denotes place and modifies a verb. 

Early denotes time and modifies a verb. 

All the words, swiftly, very, exceedingly, here, and early, are 
called Adverbs, therefore, 

An Adverb is a word used to modify the meaning of a verb, an 
adjective, or another adverb, and generally expresses time, place, degree 
or manner. 

From the various uses of words we have formed eight 
groups, Nouns, Adjectives, Pronouns, Verbs, Adverbs, Prep- 
ositions, Conjunctions and Interjections. For convenience, we 
call each group a Part of Speech. 

DEFINITIONS OF PARTS OF SPEECH. 

1. A Noun is a name. 

2 An Adjective is a word used to modify the meaning 
of a noun, and generally expresses quality. 

3. A Verb is a tvord that expresses being, action, or being 
acted upon. 

4. An Adverb is a word used to modify the meaning of 
a verb, adjective, or other adverb, and generally expresses 
time 9 place, degree or manner. 

5. A Pronoun is a word used instead of a noun. 

* Teacher explain degree. 



LESSONS IN LANGUAGE. 137 

6. A Preposition is a word used to show the relation 
of words. 

7. A Conjunction is a word used to connect words or 
sentences. 

8. An Interjection is a word used to denote some strong 
feeling or emotion. 

QUESTIONS. 

1. What are Parts of Speech ? 

2. How many Parts of Speech have we found ? 

3. What is a noun ? An adjective ? A verb ? A pronoun ? A 
preposition ? A conjunction ? An interjection ? 

4. Write a sentence containing a noun, an adjective, and a verb. 

5. One containing a preposition. 

6. One containing a conjunction. 

7. One containing an adverb expressing manner. 

8. One containing an adverb expressing time. 

9. One containing a pronoun. 



LESSON CXXXIII. 

SUBJECT AND PREDICATE. 

Teacher. — Express a thought about boys. 

Pupil. — Boys play. 

T. — Express, similarly, thoughts about dogs, birds, and girls. 

P .— 1. Dogs bark. 2. Birds fly. 3. Girls study. 

T. — Of what do you speak in the first sentence? 

P. — I speak of dogs. 

T. — Yes. In every sentence it is necessary to speak of some- 
thing. That of which something is said or affirmed is called the 
subject. In this sentence you speak of dogs, hence dogs is the subject. 

Point out the subject in each of the other sentences. 

What do you say or affirm of dogs ? 

P. — I say dogs bark 

T. — Correct. In every sentence something must be said or 



138 LESSONS IN LANGUAGE* 




affirmed of the subject. That which is affirmed of the subject is 
called the Predicate. In this sentence, bark is the predicate. 

As no complete sentence can be formed without a subject and a 
predicate, they are called the principal parts of a sentence. 
Sub. Dogs | Arrange the other sentences in a similar manner, 
Fred. bark. J placing the subject in the upper part of the bracket 
and the predicate in the lower part. 

What part of speech is each subject? Each predicate? 

Every predicate must contain a verb, and subjects generally contain a 
noun or pronoun. 

Write three sentences, each containing a single word as subject 
and predicate. 

Example. — Fishes swim. 

Modify the subject of each by an appropriate adjective. 

Ex. — Large fishes swim. 

Modify the predicate of each of the last sentences by an adverb 
expressing manner. 

Ex. — Large fishes swim swiftly. 

Modify each adjective and each adverb by another adverb 
expressing degree. 

Ex. — Very large fishes swim exceedingly swiftly. 

Draw a bracket and arrange each sentence in it, placing the 
subject and its modifiers in the upper part and the predicate and 
its modifiers in the lower part. 
r fishes | large | Very 
I swim | swiftly. | exceedingly 

Large modifies fishes, and in arranging it in the bracket we place 
it to the right of fishes, and place a short vertical line between 
them. Similarly, because very modifies large, we place it to the 
right of large. On the same plan arrange the predicate. In 
separating sentences in this manner always place modifying words to 
the right of those they modify. 

Separate the words in the last sentence into different groups or 
Parts of Speech. 

Ex. Nouns — Fishes. Verbs — Swim. Adjectives — Large. Ad- 

veros — Very, swiftly, exceedingly. 

Separating the words of a sentence into their appropriate groups 
or Parts of Speech is called parsing. 

Separating a sentence into its principal parts is called analysis. 



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